Purpose: This study aimed to compare students’ and examiner’s assessment scores of students’ simulated performance. Methods: For two years, 46 teams of 183 senior nursing students participated in simulated emergency. The examiner assessed the students’ reactions during simulation using the Nursing Competency Scale in Simulation (NCSS). The students assessed their own performance using the same scale after participating in the simulation. Data were analyzed using descriptive statistics, a paired t-test, a one-way ANOVA, a Kruskal-Wallis test, an independent t-test, and a Mann-Whitney U test. Results: The students’ NCSS scores were significantly higher than those of the examiner. The difference of students’ self-rated and examiner’ scores was larger in the lower third group of actual NCSS scores as compared to the difference for those in the upper third group. The students’ self-assessment accuracy improved after exposure to the NCSS, but the change was not significant. Conclusion: The findings can be suggest various strategies to promote more realistic self-appraisals among students.

Ⅰ. 서론
  1. 연구의 필요성
  2. 연구 목적
 Ⅱ. 연구방법
  1. 연구 설계
  2. 연구 대상
  3. 연구 도구
  4. 자료 수집
  5. 윤리적 고려
  6. 자료 분석
 Ⅲ. 연구결과
  1. 학생 자가 평가와 교수자 평가 점수의 평균비교
  2. 교수자 평가 점수에 따른 자가 평가-교수자점수의 차이
  3. 자가 평가 경험 유무에 따른 자가평가-교수자 점수의 차이
 Ⅳ. 논의
 Ⅴ. 결론 및 제언
 참고문헌

• 김은정(한림대학교 의과대학 간호학부, 간호학연구소 부교수) | Kim, Eun Jung (Division of Nursing, Research Institute of Nursing Science, Hallym University) Corresponding Author
• 고은정(한림대학교 간호대학원 간호교육학과 석사과정) | Ko, Eun Jeong (Department of Nursing Education, Graduate School of Nursing Science, Hallym University)