본 연구의 목적은 간호 교육의 교수 수준을 향상시키기 위한 관리 방법을 모색하는 것이며, 응급 간호를 예로 들어 간호학전문교육과정 에서 PDCA 관리시스템을 응용하기 위한 것이다. 교육 프로그램 작 성(Plan), 구체적인 교육교수 실시(Do), 교육효과에 대한 형성 평가하 는 동시에 교육효과의 피드백(Check) 및 교육실시방안의 총결과수정 (Action) 4단계로 이루어진다. 끝임 없이 새로운 PDCA 순환을 통해 간호학의 교육품질을 최적화 실시하였다. 우리학교를 선택함에 2019년 1월-6월 및 2019년 7월-12 월 두 차례로 나누어 간호실습에 참가한 간호생이 각 50명, 컴페어팀 및 관찰팀으로 설정되었다. 컴페어팀은 전통교육법을 응용해 간호교 육을 진행하고 관찰팀은 간호교육에서 PDCA 순환법을 적용하였다. 두 팀 실습간호생의 종합능력테스트 정황 및 교육만족도를 비교한 결과 관찰팀 간호생의 이론적 지식, 기초 간호 기능, 전문 간호 기능 과 종합 간호 기능 등 각 방면의 성적평가는 컴페이팀 보다 높았다. 그 외에 간호교육에 대한 총 만족도도 컴페이팀 보다 훨씬 높았다. 이렇게 실행한 결과 PDCA 관리방법을 응용해 간호학 전문 교사팀 의 교육능력을 향상시키는 동시에 간호학 교육품질을 향상 촉진해 간호 인재를 배양하고 능력을 강화시킬 수 있을 것이다.

Purpose: This is a group pretest-posttest design study that aim to examine the effect of smart problem-based learning (PBL) teaching method using flipped learning to meta-cognition, academic self-efficacy, and satisfaction level of nursing students. Method: The subjects were 76 students who took basic nursing practice, which is a major subject, from August 29 to December 13, 2018. A questionnaire was used to measure meta-cognition in web-based self-directed learning. The self-efficacy measurement used a scale consisting of self-regulating efficacy, task difficulty preference, and confidence. The measurement of practical satisfaction is a 5-point Likert scale that employs a questionnaire. Flipped learning uploaded a 10-minute lecture video, and the subjects learned through PC or smartphone. PBL teaching was developed in two modules: gavage and indwelling urinary tract. Results: Result showed a significant improvement of meta-cognition after education than before education (t=3.21, p=.043). Academic self-efficacy was not significantly changed before and after education. Practice satisfaction was significantly improved after training than before training (t=-2.19, p=.032). Conclusion: The smart PBL teaching method using flipped learning is an effective teaching and learning strategy for nursing majors. Nursing students with high meta-cognition will be able to perform well in their learning outcomes; therefore, this positive performance experience will enhance self-efficacy.

Purpose: This study examined the effects of simulation-based education for high-risk maternity on evaluating problem-solving process, self-leadership, critical thinking disposition, and selfefficacy of nursing students. Method: This study was a one-group pretest-postest test design with 81 junior nursing students as participants. Data were collected from September 4 to December 11, 2019, after students completed their simulation practice class. Students completed a survey on their problem-solving process, self-leadership, critical thinking disposition, and self-efficacy at the beginning and end of the class. Data were analyzed using descriptive statistics, paired t-test, and Pearson’s correlation coefficients using the SPSS WIN 21.0 program. Results: Students’ problem-solving process (t=-7.06, p<.001), self-leadership (t=-3.08, p=.003), critical thinking disposition (t=-2.12, p=.037), and self-efficacy (t=-6.01, p<.001) showed significant improvement after the simulation-based education for high-risk maternity. There was a positive relation between problem-solving process and self-leadership (r=.52, p<.001), critical thinking disposition (r=.39, p<.001), and self-efficacy (r=.53, p<.001). Conclusion: There is a need to supplement the limitations of clinical practice education by providing a simulation-based education environment similar to a hospital since the experience of clinical practice alone is not sufficient to improve students' knowledge and skills. Results of this study may be used as a basic data for efficiently performing simulation-based education on high-risk maternity.

Purpose: This study aimed to identify the current status and needs of nursing education for extremely low birth weight (ELBW) infants in Korea, and to obtain preliminary information to develop a simulation-based educational program on nursing care for nurses in the neonatal intensive care unit (NICUs). Method: Descriptive survey design was adopted in developing an ELBW infant nursing education program. Data were collected from 71 NICU nurses using a questionnaire survey. Statistical Package for the Social Science (SPSS) (version 23) for windows was used to analyze the frequency, percentage, mean, and standard deviation of the collected data. Results: Seventy-one nurses working in the NICU reported that majority of them (76.1%) had experience in ELBW infants’ nursing education. The following were highly recommended for simulated training by NICU nurses: nursing intervention immediately after birth in ELBW infants (69.0%), NICU‘ initial admission nursing (66.2%), and frequency response coping nursing (57.7%). Conclusion: The study revealed that there is a considerable need for the ELBW infants nursing education program. The results of this survey will ultimately provide a basis for developing simulation-based ELBW infants nursing training programs for NICU nurses.

Purpose: Simulation-based education combined with mastery learning is more effective than simulation-based education alone. This study aimed to evaluate its effectiveness with regard to both technical and non-technical skills of simulation-based mastery learning (SBML) in blood transfusion training among undergraduate nursing students. Method: A nonequivalent control group pretest-posttest design was used. Fifty-one second-year students at a college of nursing in W city, South Korea, who had not started clinical practice were selected by convenience sampling and allocated to either the experimental or control group using the zigzag method. SBML program was consisted of a diagnostic test, repeated learning and formative assessments for non-passers. All outcome variables were measured before and after completion of the program. Results: The experimental group showed significantly increased performance scores of blood transfusion as compared to the control group (z=29.50, p＜.001), with better outcomes in number of students achieving minimum passing score (χ2 =20.07, p＜.001), self-confidence (F=17.68, p＜.001), and communication skills (z=166.00, p=.003). Conclusion: This program was effective for undergraduate students to better improvement in performance, self-confidence, and communication skills, which can ensure greater safety in the transfusion. The results suggest that SBML ensures skill acquisition for clinical practice through improved performances in both technical and non-technical skills.

Purpose: The purpose of this study was to describe nurses' experiences of patient safety incidents. Methods: Data were collected from June 1 to August 31, 2019 through in-depth interviews with 10 nurses who worked in tertiary hospitals. Data were analyzed using Braun & Clarke’s thematic analysis method. Results: Four themes and eighteen sub-themes emerged as follows. ‘Falls resulted in fatal consequences, the importance of precaution education’, ‘Errors occurred due to incompliance to verification protocol’, ‘Responsibility for catching other people's errors’, ‘Hospital environment from the viewpoint of patient safety’. Conclusion: The findings provided valuable information on the nurses’ experiences of patient safety incidents, which may have serious consequences and are not easily addressed. Programs to prevent patient safety incidents and systems to guard against these incidents should be established. Organizational safety culture also needs to be improved.

Purpose: The purpose of this study is to explore the turnover experience of nurses who moved from a tertiary medical institution to a general hospital and to understand the meaning of the move for them. Methods: This is a phenomenological qualitative study using Colaizzi's (1978) method. Semi-structured, open-ended questions and in-depth interviews were conducted to 11 nurses within 3 years after turnover to a general hospital at a tertiary medical institution, between April, 2018 to September, 2018. Results: The four theme clusters and thirteen themes emerged. The core theme licited I was “the journey to find-balance and leave.” Four theme clusters were; “advance to a dream job”, including ‘expectation for my work’, ‘my confidence and family pride’, “unstable my dream job” including ‘stand alone in a desert’, ‘crushed by extra work’, ‘torn protection’, ‘invisible future’, “my job that I wish to keep” including ‘unconditional patience for growth’, “I can't be a loser” is desperate selfinspiration’, ‘leaning on comfort and support', and finally “my place I found again.” including ‘being prepared to be by my side’, ‘restoring work-life balance’, ‘revealed my existence’, and ‘unsatisfied with new work’. Conclusion: Participants choose of turnover for physical and psychological well-being, instead of the romance of the tertiary medical institution. This showed the characteristics of the millennial generation that values the comfort and relaxation in one's life prior to professional vision of nursing care as a nurse, and success. The result is meaningful as an understanding of effective job management for current-generation clinical nurses.

본 연구는 치매환자를 돌보는 간호사의 공감도 구성요인이 무엇인지 분석하여, 이를 통해 치매 환자 간호실무에 도움이 되고자 한다. 본 연구를 수행하기 위해 요양병원에서 치매환자 간호에 종사하는 219명의 간호사를 대상으로 하였다. 공감도(ECRS)를 이용하여 요인구조 탐색과 확인요인분석(CFA)을 통 한 기초모형 추출 및 모형 수정, 모형 적합성 검증을 실시하였다. 본 연구 결과 간호사의 치매환자에 대한 공감도는 타인 정서의 수용, 자신의 부정정서 억제, 정서의 교류 및 상호작용 등 3개요인 49개 문항으로 구성요인의 타당성과 신뢰성을 확인하였다. 이러한 결과에 따라 타당성과 신뢰성을 확보한 공감도 측정 도 구는 향후 치매환자 간호실무현장에서 간호사의 공감도를 확인하는 연구에 활용될 수 있을 것으로 기대된 다.

본 연구는 간호사의 코칭역량이 조직몰입과 심리적 복지감에 어떠한 영향을 미치는가를 알아보는데 그 목적이 있다. 이를 위하여 서울특별시 00구 대학병원 1곳, 서울특별시 00구 종합병원 1곳, 경기도 00시 00구 대학병원 1곳, 경기도 00구 00시 종합병원 1곳에 근무하는 간호사 330명을 대상으로 설문지를 수집하였으며, 수집된 자료 중 응답이 불성실한 17부를 제외하고 313부의 설문자료를 분석에 활용하였다. 본 연구를 통해 얻은 결론은 다음과 같다. 첫째, 간호사의 사회인구학적 특성에 따른 조직몰입 수준과 심리적 복지감 수준에 차이가 있는지를 살펴본 결과, 사회인구학적 변인 중 조직몰입 수준에서는 연령, 결혼여부, 종교, 학력, 재직기간이 유의미한 차이를 보였으며, 심리적 복지감 수준에서는 성별과 학력이 유의미한 차이를 보였다. 둘째, 간호사의 코칭역량, 조직몰입, 심리적 복지감간의 상관관계를 알아본 결과, 간호사의 코칭역량과 조직몰입 및 심리적 복지감간의 관계에서 전체적으로 유의미한 상관관계가 있는 것으로 나타났다. 셋째, 간호사의 코칭역량이 조직몰입과 심리적 복지감에 미치는 영향에서 간호사의 코칭역량은 조직몰입과 심리적 복지감에 유의미한 영향을 미치며 이는 코칭역량이 높을수록 조직몰입과 심리적 복지감이 높아짐을 의미한다.

본 연구는 요양병원에 근무하는 간호사를 대상으로 죽음인식, 임종간호스트레스, 임종간호수행간의 관계를 파악하 고 이를 기반으로 임종간호수행에 영향을 주는 주요 요인을 파악하기 위한 것이 궁극적인 목적이다. 본 연구는 전라 남도 3개 도시에 위치한 요양병원간호사를 대상으로 연구를 수행하였으며, 조사도구는 죽음인식, 임종간호스트레스, 임종간호수행 설문지를 활용하였다. 수집된 자료는 기술통계를 수행하였으며, 변수간의 상관성을 분석하기 위하여 피어슨상관분석을 수행하였으며, 주요 영향인자를 분석하기 위한 회귀분석을 실시하였다. 통계분석은 SAS 9.1 ver. 을 사용하였다. 간호사 자신의 정신적, 업무적 스트레스가 임종간호수행에 많은 어려움을 야기하고 간호사는 임종환 자를 자주 경험하면서 임종간호스트레스가 높아진다. 죽음인식과 임종간호스트레스는 임종간호수행과 상관관계가 있는 것으로 나타났으며, 임종간호수행에 영향을 미치는 요인은 임종간호스트레스와 임상경력 이었다. 요양병원간호 사의 임상경력이 많은 사람일수록 임종간호수행도가 높았으므로 임상경력을 고려한 임종간호수행이 이루어져야 하 며, 임종간호수행에 있어 스트레스를 줄일 수 있는 방안과 임종간호수행에 영향을 주는 다른 요인을 심도 있게 파악 하여 요양병원 실정에 맞는 임종간호수행 및 교육이 필요하다고 사료된다.

본 연구는 문제중심학습(PBL) 수업을 2018년 2학기 ‘간호과정과 비판적사고’ 교과목에 적용한 후, 비판적 사고성향, 문제해결능력과 전문직 자아개념에 대한 효과를 규명하기 위하여 단일군 전⦁후 설계를 활용한 원시실험 연구이다. G도에 소재한 간호대학생 59명을 대상으로 자가보고식 설문을 실시하였다. 문제중심학습(PBL) 수업은 전통식 강의 8주, 문제중심학습(PBL) 수업 4주로 진행하였다. 자료분석은 SPSS/WIN 23.0 프로그램을 이용하였으며 일반적 특성은 빈도와 백분율, 두군 간에 차이는 평균, 표준편차, Paired t-test를 시행하였다. 연구결과, 간호대학생의 비판적 사고성향은 문제중심학습(PBL) 수업 전 (3.41±.40)보다 수업 후(3.71±.36)에 유의하게 증가하였다(t=4.39, p<.001). 문제해결능력은 문제중심학습(PBL) 수업 전(3.36±.38)보다 수업 후(3.70±.59)에 유의하게 증가하였다(t=3.97, p<.001). 전문직 자아 개념은 문제중심학습(PBL) 수업 전(2.92±.28)보다 수업 후(3.22±.50)에 유의하게 증가하였다(t=4.84, p<.001). 따라서 문제중심학습(PBL)을 간호교육에 더욱 확대하여 적용한다면 간호대학생이 갖추어야 할 핵심역량을 높이는데 효과적일 것이라고 사료된다.

Purpose: The purpose of this study was to identify the effects of learner-directed debriefing based on the clinical judgement model (LDCJM) on nursing students’ critical thinking disposition, selfdirected learning, problem-solving ability, and debriefing experience after simulation. Method: This study used a quasi-experimental design with 38 sophomore nursing students from one university. They were divided into an experimental group (n=20) and a control group (n=18). Collected data were analyzed by the Chi-square, the Mann-Whitney U-test, and the Wilcoxon signed-rank test using the WIN SPSS 22.0 program. Results: The experimental group that had participated in the LDCJM indicated significantly higher self-directed learning (U=23.50, p<.001), problem-solving ability (U=94.50 p=.011), and debriefing experience (U=87.00, p=.006) when compared to the control group. Conclusion: The results indicate that LDCJM is an effective learning strategy to improve self-directed learning, problem-solving ability, and debriefing experience. Further study is needed to identify the effects of various debriefing skills.

Purpose: This study, as presented by Kern, Thomas, and Hughes , aims to verify the effectiveness of clinical inference education through digital storytelling programs based on Smith and Mann’s (2002) mobile education model in accordance with the six stages of the medical course development model. Based on the mobile education model of Smith and Mann (2002), the effectiveness of clinical reasoning education is verified through the mobile education program. Method: A single group pre-post test design that evaluates the clinical reasoning education effects of the mobile education program was used. Results: A statistically significant improvement was observed in clinical inference capacity from before intervention (t=-9.81, p<0.001); there was also a greater difference in the average value after intervention than before intervention in all of the results. Conclusion: This study suggests that while scenarios were constructed around five cases of high-risk Infant with respiratory and mechanical problems, in the future, additional scenarios should be developed to include different body systems.

Purpose: This study aimed to investigate the correlation between self-efficacy in communication, flow, and nursing students’ competence in communication, and examined the effect of self-efficacy on communication, and the effect of flow on competence in communication. Method: Data of 123 fourth-year nursing students were collected using structured self-report questionnaires in simulation-based education. The data were analyzed using descriptive statistics, the independent t-test, one-way ANOVA, Pearson’s correlation coefficient, and hierarchical multiple regression. Results: Self-efficacy in communication, flow, and competence in communication were positively correlated. The final regression model showed that self-efficacy in communication and flow accounted for 31.4% of the variance in predictions of competence in communication. Additionally, self-efficacy in communication was the most influential factor. Conclusion: The study supports a strategy to improve self-efficacy in communication and flow by improving nursing students’ competence in communication in simulation-based education.

Purpose: This study was conducted to provide simulation training on evidence-based practical training and to examine its effects. Method: Data were collected from 83 students at C University, between October 1, 2018 and December 31, 2018. This training was conducted over a 5-week period. Data were analyzed using descriptive statistics, the Friedman test, the Wilcoxon signedrank test, and Repeated Measure ANOVA, all after the normality test. Results: There was a significant difference between the two groups in evidence-based practice beliefs, competence, nursing profession perspective, critical thinking tendencies, and problem-solving ability (p<.001). More specifically, there was a greater improvement in evidence-based practice knowledge, critical thinking tendency, and problem-solving ability than in the existing simulation exercise. Conclusion: Being effective in enhancing the ability to provide evidence-based practice beliefs, competencies, nursing profession perspectives, and, especially in evidence-based practice knowledge, critical thinking tendencies, and problem-solving skills, it is necessary to link evidence-based education and existing simulation training.

Purpose: Debriefing is very important in simulation-based education. The purpose of this study was to identify the effects of structured team debriefing on clinical performance, self-confidence in nursing activities, and the satisfaction of nursing students, using mind mapping. Method: A non-equivalent control group post-test design was conducted. The participants in the study were 83 nursing students. The experimental group consisted of 42 seniors in 2018, and the control group consisted of 41 seniors in 2019. Data were collected through a self-administered questionnaire and an observed performance checklist. The collected data were analyzed using chi-square and independent t-tests with the statistical software package IBM SPSS/WIN 25.0. Results: There were significant differences in clinical performance (t=7.64, p<.001), self-confidence in nursing activities (t=4.93, p<.001), and learner’ satisfaction (t=2.94, p=.004) between the experimental and the control groups. Conclusion: These results indicate that simulation-based nursing education applying structured team debriefing using mind mapping was effective in improving nursing students' clinical performance, self-confidence in nursing activities, and satisfaction. Thus, there is a need to develop and apply a range of clinical scenarios and debriefing strategies in simulation-based nursing education. Technical and non-technical skills of nursing students also need to be evaluated in simulation-based nursing education using various debriefing methods.

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.

본 연구는 간호 대학생이 느끼는 간호사 이미지와 전공만족도가 간호전문직관에 미치는 영향을 분석하여 간호 대학생이 긍정적인 간호전문직관을 형성할 수 있도록 교육과정편성과 비교과활동의 활성화를 위한 기초자료를 제시하고자 시행하였다. 연구 대상자는 서울과 충청권 거주 대학생으로 2019년 5 월 30일부터 6월 4일까지로 총 184부의 자료를 t-test, ANOVA, Pearson’s Correlation Coefficient, Multiple regression analysis로 최종 분석하였다. 연구결과는 성격, 간호학 선택 동기, 간호직의 미래전망, 간호사 이미지 및 전공만족도를 예측변수로 간호전문직관을 설명하는 선형회귀모형은 통계적으로 유의하 였고(F=43.637, p<.001), 회귀모형의 설명력은 간호전문직관 총 변화량의 63.6%를 설명하고 있다. 따라서 본 연구는 간호 대학생의 간호전문직관을 증가시키기 위해서 긍정적 자아상을 통한 긍정적 이미지를 창출 하고 학습 만족도를 높이기 위한 교육프로그램 개발의 기초자료로 활용할 수 있을 것이다.