Purpose: This qualitative phenomenological study aims to understand how nursing students interpret their experiences with handover education using concept maps in simulation-based nursing education.
Methods: Data were collected from September 18, 2021 to April 6, 2022, through in-depth one-to-one interviews with 11 nursing students. Interviews, which were conducted once or twice, lasted for 30 to 45 minutes per session. The main interview question was “How do you make meaning of your experiences with handover education using concept maps in simulation-based nursing education?” The collected data were analyzed using content analysis.
Results: Three categories of were identified: actively engaged with students, addressed the reality of handover education, and there are two sides to handover education. The participants in this study require systematic education on the take-over method and process that can integrate and structure the continuity and thinking necessary for nursing work.
Conclusion: Handover education using concept maps in simulation-based methods should be adapted according to the abilities of nursing students and their contextual needs. Future studies using large sample sizes and multiple settings should substantially evaluate the impact of handover education programs using concept maps on clinical outcomes.

ABSTRACT
Ⅰ. 서 론
    1. 연구의 필요성
    2. 연구목적
Ⅱ. 연구 방법
    1. 연구 설계
    2. 연구 참여자 선정
    3. 교육과정
    4. 자료수집
    5. 자료 분석
    6. 연구의 엄밀성 확보
    7. 연구자 준비
    8. 윤리적 고려
Ⅲ. 연구 결과
    1. 주제모음 1: 적극적인 참여
    2. 주제모음 2: 현실적인 임상 실무 교육
    3. 주제모음 3: 인수인계 교육의 이중성
Ⅳ. 논 의
Ⅴ. 결론 및 제언
참고문헌

• 오문주(송원대학교 간호학과 조교수) | Oh Moon ju (Assistant professor, Department of Nursing, Songwon University) Corresponding author