Purpose: Improving students’ self-confidence is an important strategy in simulation learning. This study aimed to identify the factors influencing students’ self-confidence in simulation learning based on the Jeffries Simulation Framework. Method: A cross-sectional survey was conducted with 140 senior nursing students’ at a university, and data were collected through self-reported questionnaires. Data on students’ self-confidence were collected for student/ facilitator factors (satisfaction on major, overall grade average, and facilitator satisfaction), educational practice factors (active learning, collaboration, diverse ways of learning and educational goals), and simulation design characteristics factors (objectives/information, support, problem solving, feedback, and fidelity). Data were analyzed using an independent t-test, one-way ANOVA, Pearson’s correlation, and hierarchical multiple regression analysis. Results: The regression model had an adjusted R2 of .61, indicating that education goal, active learning, facilitator satisfaction, and fidelity were significant predictors of students’ self-confidence in simulation learning. Conclusion: To increase students' self-confidence with simulation learning strategies, it is necessary to design lessons that include educational goals, active learning, improved student satisfaction with the facilitator and fidelity based on the Jeffries Simulation Framework.

Ⅰ. 서 론
    1. 연구의 필요성
    2. 연구목적
    3. 개념적 기틀
Ⅱ. 연구방법
    1. 연구설계
    2. 연구대상
    3. 연구도구
    4. 자료수집 및 윤리적 고려
    5. 자료분석방법
Ⅲ. 연구결과
    1. 일반적 특성과 수업경험 특성에 따른 학습자자신감의 차이
    2. 학습자요인 및 교수자요인에 따른 학습자자신감의 차이
    3. 학습자 자신감과 교육실무요인, 시뮬레이션설계특성간의 상관관계
    4. 시뮬레이션 교육에서 학습자 자신감의 영향요인
Ⅳ. 논 의
Ⅴ. 결론 및 제언
참고문헌

• 김정숙(혜전대학교 간호학과 조교수) | Kim Jung-Suk (Assistant Professor, Department of Nursing, Hyejeon College) Corresponding author