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.

Purpose: This study evaluates the clinical judgment levels of nursing school students in simulation practice of diabetic ketoacidosis and score differences in clinical judgment levels based on academic record grades. Methods: The clinical judgment levels of 149 nursing students (3rd grade) who received a lecture on simulation practice for diabetic ketoacidosis simulation were evaluated during the period from March 3 to June 20, 2014. Data were collected and measured for the general characteristics, clinical judgment levels of nursing students in simulation of diabetic ketoacidosis, and difference in scores of clinical judgment levels according to grades. Results: Clinical judgment levels of these test participants was 2.82 points on average out of a full score of 4 points, and it was represented in the order of noticing (3.01), interpretation (2.86), response (2.79), and reflection (2.60) for each area. In addition, score differences in clinical judgment levels based on academic record grades were significantly higher in the upper ranks than in the lower ranks in all the areas. Conclusion: In simulation practice of this study, through observation by rubric education method, an objective recognition could be assessed and the importance of nursing knowledge was implied.

Purpose: This study aimed to examine the effects of simulation-based training for nurses on nursing stress and clinical competency of cardio-pulmonary emergency care at general wards. Method: A nonequivalent control group, with a pretest-posttest design was used. The experimental group (n=34) received a lecture and team simulation. The control group (n=36) received only lectures without simulation. Data were analyzed using Chi-square and t-test with SPSS program. Results: The participants in the experimental group reported significantly lower death and dying 13.14±1.50 (t=7.19, p<.001), conflict with physicians 7.06±2.51 (t=5.82, p<.001), inadequate preparation 6.16±4.17 (t=4.49, p<.001), problems with peers 13.33±7.05 (t=4.09, p<.001), problem relating to the supervisor 13.51±4.03 (t=2.09, p=.030), workload 17.08±6.19 (t=5.76, p<.001), uncertainty concerning treatment 12.13±6.45 (t=2.21, p=.020), patients and their families 16.37±6.38 (t=3.34, p<.001), discrimination 5.66±2.79 (t=2.39, p=.013) and higher clinical performance ability (t=5.14, p<.001) compared with the control group. Conclusion: This suggests that simulation-based training for cardio-pulmonary emergencycare for nurses at general wards is useful to decrease nursing stress and improve clinical competency.

Purpose: The purpose of this study was to investigate the effect of simulation training using video debriefing on the self-efficacy, problem solving ability, and learning satisfaction of nursing students. Method: The study design was control group pre-and post-test non-synchronized experimental design. The sample included two teams of 138 nursing students. The experimental group provided feedback after the simulation was run, and then the team was debriefed through the video recorded video in the debriefing room, and the control group performed the oral debriefing. This study was conducted from November 10, 2015 to December 10, 2015, using descriptive statistics, χ²-test and t-test. Results: The scores of the self-efficacy, problem- solving process performance, and learning satisfaction were higher than those of the group who received the video debriefing (experimental group) than those who received the oral debriefing training (control group). Conclusion: It has been found that debriefing using video in the simulation training has a positive effect on self-efficacy, ability to perform problem solving process and improvement of learning satisfaction, so it can be utilized as an effective teaching and learning strategy and also helps strengthen nursing capacity.

Purpose: This study aimed to understand the meanings and nature of the lived experience of participating in integrated simulation practice of standardized patients with complex problems. Methods: The hermeneutic phenomenological human science approach developed by van Manen was adopted in-depth interviews and observations were conducted with 6 standardized patients’ and recorded with their consent. The data were collected over two months, from March 1, to April 30, 2016. The statements were analyzed and revealed five essential themes of the standardized patients with complex problems. Results: The essential themes of outcomes consisted of <Conflict between the virtual and real world>, <Inadequate and surprise nursing interventions>, <Limitations of the standardized patient role>, <Identified with the standardized patient>, and <Rewarding patient role>. Conclusion: The standardized patients who participated in this study had difficulty in carrying out the role of the patient, and they said that the nursing students felt that they were rewarding because they were helpful.