논문 상세보기
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This study investigates the current states and strategies to promote simulation based nursing education. The subjects of study were 118 domestic four-year college samples, the survey was used a self-report questionnaire from October 2015 to February, 2016. The result of this study was that Simulation training course was composed of 'credits' (82.5%), practice personnel for simulation training course was mean 11.6 persons per practice group, and simulation training course consisted of almost six placement, and there were mean 3.08 simulation models. And Charge instructors for simulation practice were a assistant professor(28.9%), professor(26.3%), and dedicated personnel was mean 1.7 persons. Instructors were received education an average of 4.40 times, they learned the most common from institutions and medical device company(30.4%), The result was revealed that "Critical thinking skills" (23.7%) of the goal of simulation nursing education was the most common, and the contents of evaluation contents was problem-solving skills (20.9%). Most majors to conjugate simulation nursing education were an average of 2.54 credits/3.14 hours as an adult nursing, 1.55 credits/1.60 hrs as an pediatric nursing, 1.50 credits/3.00 hrs as fundamentals of nursing, and 1.25 credits/2.63 hrs as an maternal nursing, respectively. Most scenarios that were dyspnea care (67.5%) %), cardiovascular care (50.0%), maternal child-related care (47.5%), and hypoglycemia nursing care(37.5%), and others(67.5%). In conclusion, it is necessary to establish the standard for simulation nursing education and it is expected to reflect in the policies of educational accreditation.
Ⅰ. 서론
Ⅱ. 연구 방법
1. 조사 대상 및 방법
2. 자료 분석
Ⅲ. 연구 결과
1. 시뮬레이션실습 관련 일반사항
2. 시뮬레이션실습 환경
3. 시뮬레이션실습 지도 인원
4. 시뮬레이션 교육과정
5. 시뮬레이션실습 내용
6. 시뮬레이션실습 후 디브리핑
Ⅳ. 논의
Ⅴ. 결론
참고문헌
