Purpose: This randomized controlled simulation study compared the automatic defibrillation (Auto-D) and manual defibrillation (Manual-D) modes used by nurses during in-hospital cardiac arrest (IHCA) simulation to evaluate the defibrillation decision (D-decision) accuracy and response times. Methods: Sixty nurses trained in advanced life support courses were randomly assigned to Auto-D (n=30) or Manual-D (n=30) groups. Participants completed four simulation scenarios with the following ECG rhythms: pulseless electrical activity, ventricular fibrillation-1 (VF-1), asystole, and VF-2. The primary outcomes included the D-decision accuracy and defibrillation time in two VF scenarios. Secondary outcomes included hands-off times. Qualitative data from the debriefings were analyzed using inductive content analysis. Results: The D-decision accuracy for the Auto-D group was higher than that for the Manual group (100% vs. 80%); however, the difference was insignificant (p=.056). The defibrillation time of VF-2 in the Auto-D group was shorter than that in the Manual-D group (p=.038). Hands-off times were similar across scenarios except for asystole case. The qualitative analysis revealed five themes regarding accuracy, time, and psychological burden. Conclusion: The Auto-D mode provides reliable D-decision accuracy and comparable response times, with a notably reduced psychological burden, supporting its use as a cost-effective strategy to improve IHCA responses and patient outcomes.

Purpose: This study aimed to examine how recent evidence has shaped the 2025 revision of the Healthcare Simulation Standards of Best Practice® and identify the implications of these changes in nursing simulation education in Korea. Methods: A narrative review was conducted based on two sources of evidence: (1) summaries published by the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards Committee and (2) relevant literature on simulation-based nursing education identified through database searches. Results: The revised standards reflect a shift from discrete instructional steps to theory-informed, continuous educational processes. They encompass pre-briefing, facilitation, and debriefing, while reinforcing professional integrity as an operational principle that spans all phases of simulation-based education. Although these components have been widely adopted in Korea, their implementation remains variable and is insufficiently standardized across institutions. Conclusion: Applying the 2025 revised INACSL standards may enhance the consistency, quality, and ethical foundation of nursing simulation education in Korea by providing clearer evidence-based guidance for standardizing pre-briefing, facilitation, debriefing, and professional integrity practices.

Purpose: This pilot study explored pre–post changes in cognitive function, depression, and quality of life following a 12-week tablet-based information and communication technology (ICT) cognitive rehabilitation program in community-dwelling older adults attending a dementia relief center. Methods: A quasi-experimental, single-group, pretest–posttest design was used. The participants attended one weekly session for 12 weeks, for a total of 12 sessions. Twenty-one participants completed the intervention. Cognitive outcomes (verbal memory, attention, working memory, naming ability, and executive function), depression, and quality of life were assessed before and after the program. Paired t-tests were used with effect sizes (Cohen’s d) to estimate the magnitude of change. Results: Significant improvements were observed across major cognitive domains, with large effects on delayed verbal recall (d=1.31) and forward digit span (d=1.33). Depression significantly decreased (d=-1.53) and quality of life significantly improved (d=1.46). Conclusion: These findings suggest that tablet-based ICT cognitive rehabilitation programs may be associated with meaningful improvements in cognitive and psychological outcomes among communitydwelling older adults. Further controlled studies with larger sample sizes are warranted.

Purpose: Thjs study aimed to examine the levels of learning immersion, learning satisfaction, and learning persistence intention among nursing students who experienced virtual reality childbirth education. In addition, the study aimed to identify the relationships among these variables and to determine the influence of learning immersion and learning satisfaction on learning persistence intention. Differences in learning immersion, learning satisfaction, and learning persistence intention according to the general characteristics of the nursing students were also examined. Methods: This descriptive correlational study was conducted with 174 nursing students who experienced virtual reality–based childbirth education. Data were collected to assess learning immersion, learning satisfaction, and learning persistence intention. Results: The mean score for learning immersion was 16.58±3.21 out of 20 points. The mean score for learning satisfaction was 12.07±2.71 out of 15 points, and the mean score for learning persistence intention was 15.71±3.73 out of 20 points. Learning immersion, learning satisfaction, and learning persistence intention showed statistically significant positive correlations with one another(p<.001). Multiple regression analysis revealed that learning satisfaction had a significant influence on nursing students’ learning persistence intention (β=0.97, t=13.49, p<.001). The regression model was statistically significant (F=447.39, p<.001), and the explanatory power was 84%. Conclusion: This findings suggest that nursing students' learning satisfaction with virtual reality–based childbirth education has a significant positive influence on their learning persistence intention.

Purpose: This study examined the effects of a morphine overdose patient care simulation education program on nursing students’ error reporting intention, disclosure self-efficacy, patient safety attitude, and ethical decision-making confidence. Method: A quasi-experimental one-group pretest–posttest–follow-up design was used with 44 senior nursing students enrolled in a nursing management simulation course. Participants completed a simulation program incorporating error reporting, disclosure, and ethical decision-making. Data were collected at pretest, posttest, and a 4-week follow-up and analyzed using linear mixed models. Results: All outcome variables significantly improved over time. Compared with pretest scores, error reporting intention significantly increased at posttest and follow-up (β=.415, p=.001; β=.401, p<.001). Disclosure self-efficacy also increased at posttest and follow-up (β=.523, p=.002; β=.541, p=.001), as did patient safety attitude (β=.260, p<.001; β=.292, p=.003) and ethical decision making confidence (β=.381, p=.002; β=.505, p<.001). No significant differences were found between posttest and follow-up. Conclusion: The program was associated with improvements in nursing students’ error reporting intention, disclosure self-efficacy, patient safety attitude, and ethical decision-making confidence. These findings suggest that the program may help strengthen nursing students’ competencies in responding to patient safety incidents.

Purpose: This study aimed to examine the effects of a standardized patient-based home nursing simulation on nursing students' learning self-efficacy, problem-solving process, and practicum satisfaction among nursing students. Method: A quasi-experimental one-group pretest–posttest design was used. Participants were 63 senior nursing students who had completed community health nursing courses. The simulation scenario involved a frail older adult with hypertension and requiring students to assess health status, identify problems, provide nursing interventions and education, and connect the patiennt with community resources. The program was conducted in pairs and included pre-briefing, simulation performance, and debriefing sessions. Data were collected using structured questionnaires and analyzed using paired t-tests. Results: Learning self-efficacy significantly increased from 52.57±11.85 to 65.02±5.04 (t=12.20, p<.001). Problem-solving process scores improved from 114.54±12.34 to 134.63±11.85 (t=10.27, p<.001), and practicum satisfaction increased from 68.20±7.62 to 80.86±5.83 (t=10.45, p<.001). Conclusion: The findings suggest that standardized patient-based home nursing simulation is an effective educational strategy for enhance nursing students’ competencies for communitybased practice.

Purpose: This study aimed to evaluate the effects of a simulation-based cardiopulmonary resuscitation (CPR) education program on CPR knowledge, CPR attitude, and CPR performance confidence among new nurses. Methods: A one-group pre-test-post-test design was used. The participants were 33 new nurses from a tertiary hospital. The simulation-based CPR education program consisted of lectures, skills practice, and high-fidelity simulations. Data were analyzed using a Wilcoxon signed-rank test. Results: The participants showed significant improvements in CPR knowledge (Z=5.03, p<.001), CPR attitude (Z=2.20, p=.028), and CPR performance confidence (Z=5.01, p<.001) after the simulation-based CPR education program. Conclusion: The simulation-based CPR education program improved CPR knowledge, CPR attitude, and CPR performance confidence of new nurses. These findings support the implementation of a simulation-based CPR education program to enhance clinical competence in emergencies.

Purpose: This study aimed to examine the mediating effect of teamwork on the relationship between immersion in simulations and clinical competency among nursing students. Method: A total of 173 nursing students who participated in simulation-based learning were included. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficients, and PROCESS Macro Model 4. Results: Clinical competency differed significantly according to satisfaction with clinical practice, previous semester’s GPA, major satisfaction, team relationships, level of preparation, and adequacy of pre-orientation. Mean scores were 4.27±0.51 for learning immersion in simulation, 4.53±0.49 for teamwork, and 4.47±0.49 for clinical competency. All the variables showed significant positive correlations. Learning immersion in simulation had both direct and indirect effects on clinical competency through teamwork. Bootstrapping confirms that teamwork partially mediats this relationship. Conclusion: Learning immersion in simulations was significantly associated with clinical competency and teamwork played a significant mediating role. Educational strategies should promote immersion and teamwork to improve clinical competency.

Purpose: This study aimed to examine the experiences of nursing students developing and implementing generative artificial intelligence (GenAI)-based oncology emergency nursing simulation scenarios. Method: This qualitative content analysis included 23 senior nursing students in the Republic of Korea. Participants worked in teams to develop oncology emergency nursing simulation scenarios using ChatGPT, participated in simulation practice, and completed reflective journals after the program. Data were analyzed using qualitative content analysis. Results: Four themes and twelve categories were identified: “AI-Based Scaffolding for Structuring Clinical Situations,” “Verification of AI-Generated Information and Knowledge Reconstruction,” “Enhancement of Clinical Reasoning and Collaborative Problem-Solving Competencies,” and “Professional Identity Formation and Preparation for Future Practice.” Participants described GenAI as a cognitive scaffolding tool that helped structure complex clinical situations, identify knowledge gaps, critically evaluate AI-generated information, and integrate fragmented knowledge. The program also enhanced clinical reasoning, SBAR-based communication, and collaborative problem-solving. Conclusion: GenAI-based oncology emergency nursing scenario development and simulation may be an effective educational strategy for promoting self-directed learning, critical thinking, clinical reasoning, and practice readiness among nursing students. GenAI can serve as an educational scaffolding tool that supports active knowledge construction and reflective thinking rather than replacing clinical reasoning.