Purpose: This study was conducted to confirm the effects of patient safety simulation education on nursing students’s attitude of patient safety, confidence in performance of patient safety, confidence in performance multidrug-resistant bacterial infection control, and nursing professionalism. Methods: In this study, 89 students from the 4th grade of the nursing department at one university participated, and the data collection period was from August 20 to August 30, 2023. The collected data were analyzed using R 4.3.2 version and by descriptive statistics, independent t-test, Pearson’s correlation coefficients. Results: After education, the subjects' nursing professionalism(t=-5.95, p<.001), attitude of patient safety(t=-3.59, p<.001), confidence in performance of patient safety(t=-3.90, p<.001), and confidence in performance multidrugresistant bacterial infection control(t=-5.55, p<.001) increased statistically significantly. After education, there was a positive correlation between nursing professionalism, attitude of patient safety(r=.43, p<.001), confidence in performance of patient safety(r=.64, p<.001), confidence in performance multidrug-resistant bacterial infection control(r=.41, p=<.001). The relationship between attitude of patient safety, confidence in performance of patient safety(r=.47, p<.001), confidence in performance multidrug-resistant bacterial infection control(r=.37, p=<.001) showed a positive correlation. Confidence in performance of patient safety, confidence in performance multidrug-resistant bacterial infection control(r=.80, p<.001) showed a positive correlation. Conclusion: Through this study, in order to strengthen effective patient safety management behavior, it is necessary to find ways to increase immersion and proactiveness in education by developing and applying various scenarios related to patient safety in nursing management simulation education.

Purpose: This study aimed to develop and evaluate a simulation-based nursing education program for respiratory emergencies in critically ill, extremely low birth weight infants (ELBWIs). Methods: A single-arm quasi-experimental study was conducted with 32 neonatal intensive care unit (NICU) nurses. The program was developed systematically using the ADDIE model, incorporating needs assessment, real-case scenario development, and pilot testing. Data were collected before and after the intervention and were analyzed using paired and independent t-tests, as well as a one-way analysis of variance (ANOVA) with Scheffé post-hoc tests. Results: The results showed statistically significant improvements in participants’ problemsolving ability (t = -3.49, p = .001), clinical performance confidence (t = -4.64, p < .001), and overall clinical performance competency (t = -13.79, p < .001) following the training. The clinical relevance and feasibility of the program were supported by pilot testing and positive evaluations of the practicality and educational usefulness of the simulation scenarios. Conclusion: These findings suggest that the simulation-based program was effective in enhancing NICU nurses’ clinical competence in managing respiratory emergencies in ELBWIs and can be used as a practical alternative to traditional on-the-job training.

Purpose: This study aimed to develop and implement a multi-patient simulation (MPS) program for nursing students with no prior clinical practice experience. It also examined the effects of the program on the students’ communication competence and clinical reasoning ability. Methods: A one-group pretest-posttest design was used. The MPS program, consisting of four patient scenarios was applied to second-year nursing students with no prior clinical practice experience. Communication competence, clinical reasoning ability, and the perceived effectiveness of the multi-patient simulation program were measured using structured tools before and after the program. Results: Communication competence significantly improved after the MPS program, whereas clinical reasoning did not show a statistically significant difference. Perceived effectiveness of the MPS program was generally high, with the debriefing component scoring the highest. Confidence scores were relatively low, suggesting the need for level-appropriate scenario. Conclusion: The MPS program was effectively enhanced communication competence among preclinical nursing students. Although clinical reasoning scores did not improve significantly, the study highlights the importance of introducing realistic simulation experiences early in nursing education. Future research should focus on developing suitable clinical reasoning assessment tools for early year students and conducting randomized controlled trials to validate the effectiveness of customized MPS programs.

Purpose: This study examined the effects of clinical nurses' communication skills, critical reflection, and professional self-efficacy on medication safety competency. Methods: The participants were 150 clinical nurses with at least 12 months of experience in a tertiary hospital. Validated scales for assessed communication skills, critical reflection, professional self-efficacy, and medication safety competency. Data were analyzed using SPSS 29.0 with descriptive statistics, t-tests, ANOVA, correlation, and regression analyses. Results: The mean medication safety competency score was 4.24 ± 0.49, with the highest subscale scores observed in crisis management, patient-centered medication management, and problem-solving. Nurses aged 36 years and older and with over 6 years of experience demonstrated significantly higher medication safety competency. Medication safety competency showed positive correlations with communication skills (r = .68, p <. 001), critical reflection (r = .70, p < .001), and professional self-efficacy (r = .61, p <. 001). Regression analysis revealed these factors as significant predictors, collectively accounting for 57.5% of the variance. Conclusion: Communication skills, critical reflection, and self-efficacy significant determinants of nurses’ medication safety competency. Educational programs targeting theses domains are essential to improve medication safety. Further research is needed to assess and refine such interventions, thereby supporting continuous professional development and improved patient outcomes.

Purpose: This study aimed to evaluate the effects of simulation education in patient safety nursing on nursing students’ attitudes toward patient safety, confidence in patient safety, academic self-efficacy, and academic engagement. Methods: The study was conducted from April to May 2022 with 69 nursing students enrolled in a fundamental nursing practice course. Two simulation scenarios were developed to enhance the patient safety competencies. Each scenario was implemented in two sessions, each lasting 90 minutes. Data were collected using self-report questionnaires, which measured attitudes toward patient safety, confidence in patient safety, academic self-efficacy, and academic engagement before and after the simulation education. Data were analyzed by employing descriptive statistics and paired t-tests using SPSS Statistics Version 26.0. Results: After participating in the simulation program, students showed statistically significant improvements in their attitudes toward patient safety (t=9.11, p<.001), confidence in patient safety (t=15.66, p<.001), academic self-efficacy (t=6.03, p<.001), and academic engagement (t=9.28, p<.001). Conclusion: The findings suggest that simulation education in patient safety nursing is an effective nursing education strategy. The study highlights the need to develop and expand diverse simulation-based learning programs in nursing education.

Purpose: This study investigated the effects of e-health literacy, technostress, and subjective health status on health promotion behaviors of older adults. Methods: Data were collected from October to November, 2023, through structured questionnaires at seven senior welfare centers in J city. A total of 156 valid responses were analyzed. Descriptive statistics, independent t-tests, one-way ANOVA with Scheffé post hoc tests, Pearson’s correlation coefficients, and multiple regression analyses were conducted using SPSS version 29.0. Results: E-health literacy, technostress, and subjective health status were significantly associated with health promotion behaviors. Collectively, these factors explained 29% of the variance in older adults’ health promotion behaviors (F=22.54, p<.001). Conclusion: Intervention strategies to effectively promote health behaviors of older adults, should focus on enhancing e-health literacy, reducing technostress, and improving perceived health status. Scenarios based on the findings of this study should be developed and implemented in future nursing simulation education to strengthen learners’ competence in geriatric care.

Purpose: This study aimed to examine the effects of a disaster nursing education program using the Korean Triage and Acuity Scale (KTAS) on nursing students’ competency in emergency patient triage, core competencies, confidence in disaster nursing, and self-efficacy in disaster response. Methods: This study utilized a nonequivalent control group design. The experimental group (n=25) participated in a disaster nursing education program that incorporated the KTAS, whereas the control group (n=27) did not receive any intervention. Data were analyzed using descriptive statistics and t-tests. Results: The two groups differed significantly in both competency in emergency patient triage (t=3.47, p=.001) and confidence in disaster nursing (t=2.51, p=.015). Conclusions: This study indicates that a disaster nursing education program using the KTAS, a tool currently employed in clinical practice, rather than theory-based instruction alone, contributed to enhancing nursing students’ practical competencies. Such training can improve the emergency patient triage and confidence in disaster nursing required in emergency situations, ultimately enabling future nurses to better protect the lives and health of individuals affected by disasters.

Purpose: This study evaluated the impact of a nursing simulation learning module for caring for patients with chronic obstructive pulmonary disease (COPD) on nursing knowledge, clinical competence, team psychological safety, and learning satisfaction among nursing students. Methods: A non-equivalent control-group pretest–posttest quasi-experimental design was used with 36 students (18 per group) assigned to either a simulation group or a lecture group. Data collected from June 8 to July 13, 2024, were analyzed using SPSS 27.0. Results: Nursing knowledge showed no significant between-group difference (F=1.32, p=.260) but improved over time (F=8.24, p=.007). Clinical competence showed a significant group-by-time interaction (F=58.33, p<.001). Team psychological safety (t=2.70, p=.012) and learning satisfaction (t=2.27, p=.030) were higher in the simulation group. Conclusion: These findings provide foundational data for developing simulation-based educational strategies in nursing curricula. The module may also be applied to the training of novice nurses in clinical settings, thereby contributing to enhanced nursing education and improved clinical practice.

Purpose This study aimed to develop and evaluate a simulation-based autotransfusion device training program to enhance the clinical performance, performance confidence, and educational satisfaction of post-anesthesia care unit (PACU) nurses. Methods: A single-group pretestposttest study was conducted with 30 PACU nurses. The program, based on the ADDIE model, included orientation, simulation training, and debriefing. Data were collected using validated tools before and after the program and analyzed using the Wilcoxon signed-rank test. Results: Clinical performance improved from a median of 30.00 to 43.00 (Z =−4.78, p < .001). Performance confidence increased from 31.00 to 47.50 (Z =−4.71, p < .001), while educational satisfaction rose from 26.00 to 40.00 (Z =−4.73, p < .001). Conclusions: The simulation-based program effectively enhanced the clinical performance, performance confidence, and education satisfaction of PACU nurses. These findings underscore the value of simulation-based training for enhancing nurses’ competence in using complex, high-risk medical devices.