Purpose: This single-group pre-post experimental study aimed to develop and apply a simulation-based infection control education program for neonatal intensive care unit (NICU) nurses to verify its effectiveness and provide baseline educational materials to strengthen NICU nurses’ infection control competencies. Methods: The educational program was developed according to the five phases of analysis, design, development, implementation, and evaluation models, with scenarios based on the educational needs of NICU nurses. To verify the program’s effectiveness, a study was conducted on 28 NICU nurses of general and tertiary hospitals. NICU nurses’ infection control knowledge, performance confidence, critical thinking disposition, and satisfaction with the education were surveyed after applying the education program. Results: The simulation-based NICU infection control educational program was effective for NICU nurses’ infection control knowledge (t=−7.35, p < .001), performance confidence (t=−6.30, p < .001), and critical thinking disposition (t=−5.12, p < .001). Conclusions: The infection control educational program can contribute to infection prevention and patient safety by improving the NICU nurses' infection control competencies and be used as a baseline educational material for infection control education.

Purpose: This study aimed to identify the need for simulation education to strengthen patient safety competencies in nursing practice field experience and explore and analyze improvements in simulation education. Methods: Data were collected through focus group interviews with 31 participants from four groups of fourth-year nursing students and one group of new nurses from August 7, 2023 to February 11, 2024. Interview data were systematically reviewed by qualitative content analysis. Results: Five major themes were identified; (1) awareness of patient safety competencies among nursing students and new nurses, (2) awareness of patient safety education among nursing students and new nurses, (3) simulation education topics for strengthening patient safety competencies, (4) interfering factors of simulation education for strengthening patient safety competencies, and (5) facilitating factors of simulation education to strengthen patient safety competencies. Accordingly, 15 categories were derived, and the current status of simulation education for patient safety, educational needs, and improvements were reported. Conclusion: This study attempted to reflect on the needs of learners before developing a simulation education program and derive educational content to strengthen patient safety competencies.

Purpose: This study aimed to explore the effects of immersion, satisfaction, and confidence in nursing competence after simulation practice. Methods: A descriptive survey was administered to 138 senior nursing students. Data were analyzed using descriptive statistics, Pearson’s correlation, stepwise multiple regression, and Cronbach’s alpha coefficient using SPSS/WIN 27.0. Results: Immersion, satisfaction, confidence, and nursing competence scored 85% of the overall scores. Nursing competence was positively correlated with immersion, confidence, and satisfaction. Only immersion had a significant effect on nursing competence, explaining 55.8% of variance. Conclusion: The level of immersion must be increased to enhance nursing competence in simulation. Further studies are needed to examine the effects of immersion on nursing competencies.

Purpose: This study aimed to evaluate the effectiveness of low-fidelity simulation and actual human practice on the learning outcomes of a peripheral intravenous injection program for nursing students. Methods: Seventy-two third-year nursing students from a university in Seoul were included and divided into two groups; 38 and 34 in the low-fidelity simulation and human practice groups, respectively. The program was conducted from June 19–20, 2024. Data were analyzed using frequency, percentage, mean, standard deviation, χ²-test, independent t-test, and ANCOVA. Results: Both groups showed significant improvements in venipuncture performance, communication skills, empathy, academic performance, and self-efficacy. However, there were no statistically significant differences in these outcomes between both groups. Additionally, post-program learning satisfaction was similarly high in both groups. Conclusion: Low-fidelity simulation is as effective as actual human practice in achieving comparable learning outcomes in a peripheral intravenous injection program for nursing students. With appropriate instructional design, low-fidelity simulation can be a viable alternative to human practice, providing flexibility and accessibility in nursing education. This study underscores the importance of incorporating additional educational modules that enhance emotional and social skills, such as communication and empathy, tailored to the characteristics of individual learners.

Purpose: This study employed a non-equivalent controlled pre-post experimental design to create educational content on basic cardiopulmonary resuscitation(CPR) and defibrillators using augmented reality smart glasses and determine its impact on nursing students' clinical competence, self-efficacy, and satisfaction. Method: The participants were nursing students from “S” University. The experimental and control groups comprised 33 and 29 participants, respectively. The dependent variables are clinical competence, self-efficacy, and satisfaction. The experimental group utilized augmented reality smart glasses, while the control group watched videos on a tablet PC. The collected data were analyzed using t-tests, -tests, and ANCOVA through the SPSS 25 program. Results: Clinical competence was significantly higher in the experimental group (1.86±0.01) than in the control group (1.75±0.01; F=31.76, p<.001). Self-efficacy was significantly higher in the experimental group (9.00±0.11) than in the control group (7.94±0.12; F=39.04, p<.001). Similarly, satisfaction was significantly higher in the experimental group (4.95±0.09) than in the control group (4.69±0.30; t=4.494, p<001). Conclusion: Augmented reality-based CPR and defibrillation training is effective in Improving nursing students’ clinical competence, self-efficacy, and satisfaction.

Purpose: This study aimed to analyze the reviewers’ evaluations of papers submitted to the Journal of the Korean Society for Simulation in Nursing between 2019 and June 2024. Methods: We analyzed 117 quantitative (69 published and 48 unpublished) and 16 qualitative (11 published and five unpublished) studies. The reviewers’ checklist-based evaluations were analyzed using means and standard deviations. The scope method was used to examine the reviewers’ subjective evaluations. Results: For quantitative studies, the highest average score among published papers was in the “Research Theme” category (3.64±0.73). Contrastingly, the lowest average scores were in the “Discussion” category, with 3.32±0.74 for quantitative studies and 3.23±0.74 for qualitative studies. In rejected papers, the “Discussion” category recorded the lowest scores, at 2.35±0.74 for quantitative studies and 1.92±0.76 for qualitative studies. Conclusion: The results demonstrated the research characteristics of this journal and focus of the review by providing information on the reviewers’ evaluations. Structured scientific research based on these results will contribute to improving the academic quality of journals by reinforcing the openness and systematicity of academic communication.