Purpose: This study aimed to explore nursing simulation training needs and the educational environment of instructors. Method: This study was conducted according to the inductive method of qualitative content analysis. An online focus group interview was conducted with six instructors with experience operating a nursing simulation. Data were collected in July 2021. Results: First, “nursing simulation practice operations” required simulation design elements, practical operations, and curriculum integration. Second, the “educational environment” showed a lack of human and physical resources, and there was a need for standard education reflecting the domestic nursing education environment. Third, for “instructor competencies”, the facilitator role, step-by-step education for strengthening instructor competencies, and cooperation with clinical experts were derived. Fourth, it was found that “learner competencies” should meet the nursing professionals’ needs; self-directed learning competency and unique human competency should also be strengthened. Conclusion: This study is meaningful because it seeks to understand the instructor’s needs for nursing simulation training and the educational environment. Moreover, it identifies considerations for instructor and learner competencies in the nursing simulation operator training programs.

Purpose: This study aimed to develop a faculty development program for nursing simulation on perceived knowledge, confidence, and competence, and then evaluate its effects. Method: A one-group pretest–posttest design was used. The eight-hour program covered simulation education theory, scenario design and development, simulation design and operation using patient simulators and standardized patients, debriefing, curriculum integration, simulation evaluation, and faculty development. Thirty-eight participants completed a self-administered questionnaire. Data were collected in August 2021. The study used paired t-tests to analyze differences in perceived knowledge, confidence, and competence before and after the application of the program. Results: The participants were generally satisfied with this program. The results indicated that knowledge, confidence, and competence for nursing simulation significantly improved. Conclusion: The faculty development program positively affected simulation instructors’ knowledge, skill, and attitude. Therefore, this validated and standardized training program can be used for training simulation faculty members at universities and institutions. It can not only reduce the cost and effort required for faculty development at each university but also ultimately contribute to the spread of nursing simulation.

Purpose: The purpose of this study was to analyze trends in articles published in the Journal of Korean Society for Simulation in Nursing (KSSN) and to provide future directions for improvement. Method: The study analyzed data collected from 57 research articles published in KSSN between 2013 and 2018. A descriptive analysis was conducted with a focus on frequency and percentage for quantitative data. Results: The proportion of articles on quantitative research was 80.7%, while the proportion of articles on qualitative research was 15.8%. The majority of the quantitative research was focused on experimental study (47.4%). The prevailing data collection settings were school (75.4%), and for the data analysis, descriptive statistics (71.9%), t-test (50.1%), ANOVA (19.3%) and chi-square test (17.5%). The analysis results based on the simulation education research showed that the most frequently used scenario topics were delivery care and postpartum hemorrhage. The most frequently used variables measured were clinical performance (43.8%), problem-solving process (31.3%), self-confidence (31.3%), and self-efficacy (28.1%). Conclusion: Especially in the case of simulation nursing, there is a need to encourage research into utilizing a variety of research methodologies and simulations.

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.

본 연구의 결과 원예치료프로그램을 통해 시설에 거주하는 노인들의 우울이 감소되는 것을 확인 하였다. 그러나 대상자 수가 적고 연구기간이 짧아 연구결과를 일반화시키기에 제한점이 있으나, 향후 좀 더 다양하고 전문적인 프로그램을 개발하고 대상자의 특성에 맞는 원예 치료활동이 지속적으로 이루어진다면 시설에 거주하는 노인들의 우울감소에 매우 효과적 일 것으로 사료한다.

본 연구는 방과 후 원예활동이 저소득층 아동의 사회적 능력과 정서에 미치는 영향에 대해서 조사하였다. 연구대상은 G시 A지역아동센터에 다니는 저소득층 남녀 초등학생 9명을 대상으로 하였다. 조사기간은 2006년 12월 8일에서 2007년 2월 16일까지이었다. 원예활동 프로그램은 총 17회로 구성되었다. 사회적 능력은 전체 원예활동 전 55.3점에서 원예활동 후 64.4점으로 유의하게(p=.01) 향상되어 원예활동이 저소득층 아동의 사회적 능력의 향상에 긍정적인 영향을 미치는 것으로 나타났다. HTP 그림 검사에 의한 대상아동 전체의 정서변화에서도 전체 원예활동 전 4.44점이였으나, 원예활동 후 2.22점으로 유의하게(p=.048) 우울과 불안 요소의 항목들이 적게 나타나는 것을 볼 수 있었다. 정서 변화의 생리적인 변화를 알아보기 위한 피부전기활동 측정결과 아동 D의 경우 원예활동 전에는 피부전도도가 4.615㎲로 나타났으나, 원예활동 후에는 1.778㎲를 나타내었다. 대상아동 G의 경우 원예활동 전에는 피부전도도가 10.907㎲로 나타났으나, 원예활동 후에는 2.181㎲로 나타났다. 이와 같이 두 아동 모두 불안, 우울하던 심리적 상태가 원예활동에 의해서 안정되어지는 것으로 나타났다. 원예활동에 의한 대상아동들의 행동변화 관찰결과 대부분의 아동들이 원예활동에 대한 참여도와 호응이 높았다. 이러한 결과로 볼 때 다양한 원예활동은 정서적으로 불안한 아동들, 특히 저소득층 아동들의 올바른 정서함양, 사회성 발달에 큰 효과가 있는 것으로 평가되었다. 앞으로 아동들을 위한 더욱 다양하고 흥미 있는 원예활동 프로그램의 개발이 지속되어야 할 것이라고 판단된다.