Purpose: The aim of this study was to examine the effect of prebriefing in the nursing process using video simulations on nurses’ critical thinking, simulation immersion, simulation confidence, clinical performance, and simulation satisfaction. Method: This study was a comparative survey between lectures and adoption of the nursing process with video in pre-briefing. The participants were 128 nursing students who had completed the Korean advanced life support program. Data were analyzed using χ2-test, independent t-test, and paired t-test using the SPSS 22.0 program. Results: Pre-briefing with Chmil’s concept, including theory, nursing process, and outcome, increased the clinical performance (t=2.03, p =.044) and critical thinking (t=2.48, p =.015) in this study. But there was no difference in simulation immersion, simulation confidence, or clinical satisfaction. Conclusion: The results indicate that simulation using Chmil’s concept was an effective educational method to increase critical thinking and clinical performance.
Purpose: The purpose of this study is to provide basic data for developing strategies to improve the learning effect of simulation by analyzing the reflective journaling after the simulation based learning on the nursing of patients with upper gastrointestinal (UGI) bleeding. Method: From September 19–29, 2016, we conducted a simulation of UGI bleeding patient nursing with fourth-year students in the nursing department of University B in City A, and analyzed the data using content analysis. Results: In this study, reflective journaling can be an effective educational method to strengthen nursing competence, such as the self-reflection of nursing students, evidence-based nursing practice, teamwork, and communication ability. Conclusion: Reflective journaling after practice in simulation-based education is an important process in training critical thinking, situational judgment, and reflection of nursing practice content, and needs to be extended to both on-campus practice and clinical practice.
Purpose: The purpose of this study is to investigate the effect of simulation-based disaster nursing education programs on nursing college students’ disaster nursing knowledge, attitude toward disasters, and basic disaster nursing implementation abilities. Method: This study is similar to an experimental study that applied before-and-after designs for test groups and control groups. It was configured focusing on “earthquakes,” “fires,” “infectious diseases,” and “hospital disaster preparation.” Our simulation-based disaster nursing education program was configured to improve nursing students’ abilities to immediately respond to problems through the integration of nursing courses. Results: The test group that received the simulation-based disaster nursing education program showed a statistically significant increase in disaster nursing knowledge, attitude toward disasters, and basic disaster nursing implementation abilities, compared to the control group. Conclusion: Through the results of this study, simulation-based disaster nursing education programs were found to be effective in improving disaster nursing implementation abilities. Therefore, efforts should be made so that simulation-based disaster nursing educational courses take root to improve the disaster preparedness abilities of college students majoring in nursing.
Purpose: This study was conducted to explore Virtual Reality (VR) utilization strategies in scenario-based nursing simulation training. Method: This was an integrative review for the identification of scenario-based VR simulation training applied to nursing undergraduates. The existing literature was searched in electronic databases using RISS, PubMed, and Pro-Quest and the key words were “Scenario based,” “Simulation,” “Virtual reality,” “Virtual training,” and “Nursing.” Finally, five studies were analyzed. Results: All the studies were conducted from 2016 to 2019. One RCT, two quasi-experimental studies, and two mixed method studies were identified. The topics of the scenarios were all different; acute myocardial infarction, management of respiratory system disease with hypoxia, postoperative nursing with appendicitis, teamwork and communication in outpatient and emergency situations, and disaster situation training . The outcome variables that were significant statistically were performance, self-confidence, and learning satisfaction. Conclusion: The findings suggest that virtual simulation in nursing education can potentially improve knowledge, performance, and learning confidence and can increase satisfaction with learning experience among nursing undergraduates. Multidisciplinary cooperation and investment are needed to develop diverse content applying VR in nursing simulation education. The review of the side effects also needs to be performed.
Purpose: This study aimed to examine the effects of simulation-based learning on the
critical thinking disposition, communication confidence, and performance confidence in
nursing care for children with fever. Method: A one-group pre- and post-test design was
used. A total of 59 nursing students participated. Results: The results of this study showed
that the effectiveness of simulation-based learning showed statistically significant improvement
in critical thinking disposition, communication confidence and performance confidence.
Conclusion: The findings indicate that simulation-based learning in the nursing care of
children with fever may be an effective teaching-learning method for nursing students.