Purpose: The purpose of this study is to develop a faculty development program for nursing simulation educators. Methods: This study developed one-day education program based on the ADDIE model. Data were collected using self-report questionnaires to investigate learners’ needs and participants’ evaluation of the pilot program. The data were analyzed using EXCEL with descriptive statistics. Results: The participants’ satisfaction with the program showed an overall high level of satisfaction. Two types of faculty development were developed based on the needs assessment. In addition, a review of the existing programs, namely, basic and advanced courses, were conducted based on the learning needs hierarchy. Conclusion: The development and pilot testing of a faculty development program for nursing simulation educators are feasible. Further research should focus on the short- or long-term evaluation of the program using the experimental research design.

This study investigates the current states and strategies to promote simulation based nursing education. The subjects of study were 118 domestic four-year college samples, the survey was used a self-report questionnaire from October 2015 to February, 2016. The result of this study was that Simulation training course was composed of 'credits' (82.5%), practice personnel for simulation training course was mean 11.6 persons per practice group, and simulation training course consisted of almost six placement, and there were mean 3.08 simulation models. And Charge instructors for simulation practice were a assistant professor(28.9%), professor(26.3%), and dedicated personnel was mean 1.7 persons. Instructors were received education an average of 4.40 times, they learned the most common from institutions and medical device company(30.4%), The result was revealed that "Critical thinking skills" (23.7%) of the goal of simulation nursing education was the most common, and the contents of evaluation contents was problem-solving skills (20.9%). Most majors to conjugate simulation nursing education were an average of 2.54 credits/3.14 hours as an adult nursing, 1.55 credits/1.60 hrs as an pediatric nursing, 1.50 credits/3.00 hrs as fundamentals of nursing, and 1.25 credits/2.63 hrs as an maternal nursing, respectively. Most scenarios that were dyspnea care (67.5%) %), cardiovascular care (50.0%), maternal child-related care (47.5%), and hypoglycemia nursing care(37.5%), and others(67.5%). In conclusion, it is necessary to establish the standard for simulation nursing education and it is expected to reflect in the policies of educational accreditation.

Purpose: Clinical training for nursing students is limited to obstetrical nursing to avoid potential risks. This study was conducted to examine the effects of a simulation-based learning for obstetrical nursing. The study examines knowledge of obstetrical nursing, performance ability and self-confidence between experimental group (nursing student who participated in the simulation-based learning discussing case studies and comparing to their own experience) and control group. Methods: The study was designed using a nonequivalent control group pretest-posttest design. Twenty nursing students were assigned to experimental group and participated in the simulation-based learning. The data were analyzed using the SPSS 18.0 program to perform χ2-test and t-test. Results: The experimental group showed significantly higher posttest scores in knowledge, performance ability and self-confidence than those of control group. Conclusion: The study results indicate that a simulation-based learning was effective in increasing knowledge, performance ability and self-confidence for nursing students.