The purpose of this study was to develop a nursing education program using Web-based simulation for the care of patients with intracranial pressure. An additional aim was to verify the effectiveness of nursing knowledge, problem-solving competency, a critical thinking disposition, and the expectation of learning transfer. Methods: This was an experimental study using repeated measures with a nonequivalent control group. The participants were senior nursing students, randomly assigned to experimental (n=30) and control (n=30) groups. The experimental group participated in a nursing education program that included Web-based lectures, pre-briefing, Web-based simulation, and debriefing, whereas the control group’s program included only Web-based lectures. Results: A significant difference was found between the experimental and control groups in problem-solving competency (F=5.84, p=.005), critical thinking disposition (F=4.25, p=.021), and the expectation of learning transfer (t=2.30, p<.025). Also, a significant interaction between time and group was found in problem-solving competency and critical thinking disposition. Conclusion: The results of this study showed that the education program using Web-based simulation positively affected nursing students’ problem-solving competency, critical thinking disposition, and the expectation of learning transfer. Therefore, this program can be considered a valuable aid in educating nursing students.

The purpose of this study was to identify the factors related to the problem-solving ability of nursing students who experienced simulation training. Methods: A descriptive survey study was performed using a structured questionnaires consisting of a learning flow state scale, nursing student’s anxiety and self-confidence with clinical decision making scale, simulation design scale, and problem-solving ability scale. Data were collected from 154 nursing students in five nursing schools located in D city and G province. Data were analyzed by frequencies, independent t-test, one-way ANOVA, Pearson correlation coefficient, and stepwise multiple regression with IBM SPSS Statistics 19.0. Results: The significant factors associated to the problem-solving ability of nursing students who experienced simulation training were simulation design characteristics (β=.34, p<.001), learning flow (β=.25, p=.001), and self-confidence with clinical decision making (β=.23, p=.001). These factors explained 46.5% of problem-solving ability. Conclusion: To improve the problem-solving ability of nursing students, the simulation module should be designed with high fidelity.

The purpose of this study was to determine the effect of simulation-based Korea advanced life support training on new nurses' knowledge, clinical performance ability, performer confidence, and learning satisfaction. Methods: This is a non-equivalent controlled pre-post quasi-experimental study. A simulation-based CPR training program was applied to 37 new nurses. Results: The experimental group scored lower on emergency management knowledge (83.65±7.61) than the control group (84.55±9.22), which was not significant (t=-4.46, p=.657). However, the clinical performance ability score was significantly higher in the experimental group (109.59±9.98) than in the control group (100.24±11.87) (t=3.581, p <.001). Performer confidence was significantly higher in the experimental group (23.43±3.29) than in the control group (19.90±3.85) (t=3.69, p〈.001). In addition, the learning satisfaction score of the experimental group (96.16±5.64) was significantly higher than the control group (88.42±11.13) (t=3.72, p< .001). Conclusion: This study confirmed that simulation training is an efficient way to improve new nurses' clinical performance ability, and performer confidence. Therefore, applying simulation training in scenarios can improve new nurses' work competence and contribute to improving the quality of patient care.

This study aimed to investigate the impact of implementing team-based learning (TBL) in postpartum nursing simulation practical education for nursing college students. Methods: The study design was a non-equivalent control group pretest-posttest quasi-experimental design. 128 nursing students divided into two groups: 61 in the experiment group and 67 in the control group. During the winter break in January 2023, students participating in simulation practicals were assigned to the control group, while students participating in simulation practicals during the regular semester (April 2023) were assigned to the experimental group, to prevent crossontamination between the groups due to experimental treatment. Both groups completed selfdministered questionnaires to assess self-directed learning abilities, collaborative self-efficacy, academic achievement, and learning satisfaction. Results: The experimental group showed significantly better compared to the control group, the experimental group showed higher levels of academic achievement and learning satisfaction. Conclusion: It was evident that TBL applied to postpartum nursing simulation practical education is a pedagogical teaching strategy that enhances academic achievement and learning satisfaction. It is necessary to develop and apply team-based simulation practical education not only for challenging obstetric cases but also for labor and delivery nursing, antepartum nursing, and other related areas in clinical practice.

The study aim was to develop and test the effects of integrated simulation pertaining to patients with schizophrenia using a hypertensive crisis module for nursing students. Methods: This pilot study with seven undergraduate nursing students used a single group, pre-post test design. Integrated simulation pertaining to patients with schizophrenia using a hypertensive crisis module was developed based on the ADDIE model (i.e., Analysis, Design, Development, Implementation, and Evaluation), expert meetings with subject professors, a literature review, a preliminary survey, and focus group interviews. Data were collected and measured for general characteristics of the study participants, critical thinking disposition, problem-solving, clinical judgment, self-efficacy, simulation design, and simulation effectiveness. Qualitative contents were analyzed through focus group interviews. Results: No statistically significant differences were found in class design, critical thinking disposition, problem-solving, clinical judgment, and self-efficacy after applying the integrated simulation module. Based on the data obtained from the focus group interviews of study participants, the following four categories were established: “Integrating knowledge and applying it to practice,” “Nursing in unexpected situations,” “Challenged to be an expert,” and “Ensuring receptive and psychological safety in simulation practice.” Conclusion: An integrated simulation module was developed to integrate the nursing problems associated with individual subjects beyond the scope of one subject, and the effect was verified by applying it

This study aimed to develop virtual reality (VR)-based content on surgical aseptic techniques for nursing students and evaluate its effectiveness. Methods: The content was developed following the system development life cycle, involving analysis, design, implementation, and evaluation. Experts and fourth-year nursing students validated the content for its validity and usability of the content. The study was conducted from December 2022 to April 2023. Results: The VR content was developed using Keller's ARCS motivational design model (attention, relevance, confidence, and satisfaction) as the fundamental strategy. Upon applying the VR content developed in this study, the research participants confirmed the values of the following sub-factors: confidence (3.86 out of 5), relevance (3.74 out of 5), attention (3.68 out of 5), and satisfaction (3.65 out of 5). Conclusion: VR-based surgical content on aseptic techniques demonstrates potential benefits for nursing students. Therefore, through systematic development and utilizing of diverse nursing skill content, we can enhance the core competencies of nursing students, providing them with high-quality practical education.

This study aimed to develop virtual reality (VR)-based content on surgical aseptic techniques for nursing students and evaluate its effectiveness. Methods: The content was developed following the system development life cycle, involving analysis, design, implementation, and evaluation. Experts and fourth-year nursing students validated the content for its validity and usability of the content. The study was conducted from December 2022 to April 2023. Results: The VR content was developed using Keller's ARCS motivational design model (attention, relevance, confidence, and satisfaction) as the fundamental strategy. Upon applying the VR content developed in this study, the research participants confirmed the values of the following sub-factors: confidence (3.86 out of 5), relevance (3.74 out of 5), attention (3.68 out of 5), and satisfaction (3.65 out of 5). Conclusion: VR-based surgical content on aseptic techniques demonstrates potential benefits for nursing students. Therefore, through systematic development and utilizing of diverse nursing skill content, we can enhance the core competencies of nursing students, providing them with high-quality practical education.

An “online respiratory infectious disease nursing simulation course” was developed to strengthen the nursing competency in respiratory infectious disease. Methods: In this methodological study, an “online respiratory infectious disease nursing simulation course” was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and evaluated using a one-group pre-post quasi-experimental design to ascertain the respiratory infectious disease knowledge, performance confidence, and clinical performance of 37 nursing students. Results: The online course comprised 17 sessions categorized as follows: seven theory, five at-home laboratory training, two case study, and three simulation sessions. All the nursing students engaged in the course successfully fulfilled its requirements by attending all 17 sessions and passing the clinical performance examination. The knowledge, confidence, and clinical performance (t=-6.60, -10.62, and –6.36, respectively; p<.001 for all) pertaining to respiratory infectious disease significantly increased among participants after the concluding simulation session, compared with their pre-scores obtained prior to the course participation. Conclusion: The “online respiratory infectious disease nursing simulation course” significantly improved the nursing knowledge, performance confidence, and clinical performance ability of nursing students in managing respiratory infectious diseases.

We aimed to develop and analyze the effectiveness of a “Room of Errors” simulation program for educating nursing students in patient safety management. Methods: This study used a quasi-experimental method (two group, before and after evaluation) and enrolled 35 nursing students as the participants. Data were collected using a self-reported questionnaire and analyzed through descriptive statistics and the independent t-test and Mann-Whitney U test using SPSS/WIN Statistics version 25.0. Results: After completing the “Room of Errors” simulation program, the participants’ score of intention and confidence in performance for patient safety management in the experimental group were significantly higher than those in the control group. Conclusion: A “Room of Errors” simulation education program for nursing students effectively increased the intention and confidence in performance of nursing students in patient safety management.

This study aimed to explore nursing students' experience of learning cardiopulmonary resuscitation (CPR) in a web-based virtual simulation (vSim) through analysis of the reflection journals. Method: From June to July 2020, data were collected from 48 fourth-year nursing students who performed the simulation by reviewing prompt feedback on their CPR performance. The contents of the reflection journals were analyzed using NVivo qualitative data analysis software. Results: Nursing students experienced unfamiliarity with the English-based virtual environment as well as psychological pressure and anxiety about emergencies. Incorrect interventions were identified in the following order of frequency: violation of defibrillator guidelines, missing fundamental nursing care, error in applying an electrocardiogram monitor, inadequate initial response to cardiac arrest, insufficient chest compression, and inadequate ventilation. Lastly, the participants learned the importance of embodied knowledge, for knowing and acting accurately and reacting immediately, and their attitudes as nurses, such as responsibility, calmness, and attentiveness. Learning strategies included memory retention through repetition, real-time feedback analysis, pre-learning, and imagining action sequences in advance. The level of achievement, time required, CPR quality, and confidence improved with behavior-modification strategies developed through self-reflection. Conclusion: Educational interventions that are based on understanding accurate algorithms can strengthen selfawareness of mistakes to improve efficient imparting of CPR education.