Purpose: The purpose of this study was to identify effect of visiting nursing simulationbased training for community nursing. Methods: Participants for this study were 56 nursing college students in Busan. Data were collected and measured for the general characteristics, students’ responses regarding simulation experience, students’ self-assessment, self-confidence, and problem solving ability. Results: In nursing college students, the scenario experience in community - based nursing simulation training was the most lacking communication area with the subject, so it was necessary to supplement it. The experience of the visiting nursing simulation scenario showed satisfactory results in all areas. The confidence of the nursing college students after learning the simulation training was 7.6 points out of ten. As a result of comparing the degree of problem solving ability before and after the simulation training, the degree of problem solving ability of the nursing college students after the training was increased compared to before the simulation training. Conclusion: Simulation training before clinical practice contributes to improvement of nursing assessment, performance, confidence and problem solving ability. Through simulation training, students will be able to provide qualitative nursing care and coping with problems from an integrated perspective.

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.

예비 항해사는 타선과의 충돌 가능성을 사전에 파악하여 회피할 수 있는 능력을 ARPA/레이더 시뮬레이션 교육을 통해 갖추어야 한다. 이러한 시뮬레이션 교육은 국내외 지침(해양수산부 고시, STCW 협약 등)에 교육 내용과 기간만이 명시되어 있는 것으로 조사되었다. 또한 시뮬레이션 교육 훈련 모듈의 부재로 각 해기 교육 기관에서는 자체적으로 모듈을 구성하여 관련 증서를 발행하고 있는 것으로 확인되었다. 이로 인하여 ARPA/레이더 시뮬레이션을 통한 동일한 해기 능력 함양이 어려운 것이 현실이다. 따라서 본 연구에서는 우리나라 해기 교육 기관별 동일한 능력 함양을 위하여 ARPA/레이더 시뮬레이션 교육 모듈을 표준화하고, 표준화된 모듈을 통한 교육 향상도에 대하여 검증하고자 한다. 이를 위해서 우리나라 해기 교육 기관의 시뮬레이션 교육 형태를 조사하고, 교통 조사를 기반으로 한 실해역의 교통 흐름을 반영한 시나리오 제시, 교육 훈련 및 평가를 효율적으로 하기 위한 해기사 핵심 역량 기반 모듈을 제시하였다. 그리고 2년간에 데이터를 이용하여 표준화된 모듈을 통한 교육 훈련의 향상 정도를 파악하였다. 이러한 표준화된 ARPA/레이더 시뮬레이션 모듈을 통해 각 교육 기관에서는 효율적이고 체계적인 해기 교육이 가능하고 해기능력 향상을 통한 선박 통항 안전에 기여할 수 있는 기반을 마련할 수 있다.

Purpose: The purpose of this study was to review the studies that included simulation based learning for nursing students in Korea. Methods: We searched for published and unpublished researches using electronic Korean database such as RISS, KISTI/NDSL, the National Library of Korea, KERIS, KISS, DBpia, Hakjisa, and Google scholar. The term for nursing, simulation, and scenario were entered as key words. Result: Total 42 studies were included and categorized in final. The major subject of simulation based learning was adult nursing for 3rd and 4th grade nursing students using high fidelity simulators. For applying the simulation based learning, 3-6 students were designated as a team. The most evaluation components were knowledge, clinical performance and satisfaction on simulation based learning. Conclusion: The results provide that the main theme or scenarios for simulation based learning in nursing students were varied and detailed according to clinical situation. However, the qualification for instructors should be reported in studies for simulation based leaning in nursing.

Purpose: The purpose of this study was to identify the difference in problem solving ability and learning flow by team based simulation learning depending on the level of metacognition of nursing students. Methods: This study was one group pre-posttest design. The subjects were 81 students enrolling in the simulation-based practice. Simulation learning included team based pre-discussion, taking a simulation and being debriefed during 4 weeks. Data were collected from May to June, 2015 using a structured questionnaire on metacognition, problem solving ability, and learning flow. Data were analyzed using SPSS win 20.0 program. Result: There were significant positive correlations between metacognition, problem solving ability, and learning flow. The student who had higher metacognition score than other group had scored problem solving ability and learning flow in pre and post program. Conclusion: These results suggest that metacognition has a positive effect on nursing students' learning outcomes. Therefore, it should be considered the metacognition in composing the team based simulation learning in nursing.

Purpose: The purpose of this study was to explore learner's debriefing experience in team-based nursing simulation. Methods: Participants were 8 students in undergraduate nursing program at a university in Korea. All students were place in setting of team-based nursing simulation. Data were collected October 2015 to December 2015, through in-depth interviews and analyzed using Colizzi phenomenological method. Result: Three essential themes were extract as follows 1) learner’s reflection on their teambased practicum in simulation education 2) negative feeling of being engaged in debriefing through recorded video-sharing 3) request to run debriefing for development of simulation education. Conclusion: As the results of showed, debriefing of nursing simulation was important to improve nursing competency. However, the debriefing of simulation education need to consider negative feelings. These results through students’ data debrifing would help develop nursing simulation, specially debriefing in the simulation education process.

Purpose: This study was tried to identify the effects of problem-based learning integrated with simulation education on the critical thinking disposition, problem-solving process and self-confidence of nursing process in nursing students. Methods: This study was one group pre-post test design, participants are 47 senior nursing students. We developed the simulation practice by applying problem based learning taking 2 hours per session, once per week for 15 weeks. Data were analyzed by descriptive statistics, paired t-test, Pearson’s correlation coefficients using the SPSS WIN 18.0 program. Result: There was a significant difference simulation practice by applying problem based learning on the critical thinking disposition, problem-solving process and self-confidence of nursing process of nursing students. There was a correlation between each other variables. Conclusion: Therefore, suggest that the repeated studies to verify the effects of simulation practice by applying problem based learning.

Purpose: The aim of this study was to identify instructor’s experience on debriefing of nursing simulation education Methods: The participants were nine instructors in simulation-based nursing education. Data were collected from May, 2015 to June, 2015, through in-depth interviews and were analyzed on the basis of Colaizzi’s phenomenological methodology. Results: Three essential themes were extracts that were as follows 1) Instructors’ reflection on their teaching of debriefing in education 2) Determining the effects of debriefing in the simulation-based nursing education 3) Devoting one’s efforts for successful debriefing Conclusion: Debriefing is built on instructors’ reflection of how the debriefing process can be applied in simulation-based nursing education; this process can provide a practical understanding of nursing students, educational contents, and educational environments. Successful debriefing for enhanced nursing competency requires instructors’ effects to identify and deal with educational problems by reflecting on their teaching experience.

Purpose: The purpose of this study was to explore instructor's experience on nursing simulation education Methods: The participants in this study were 10 instructors at a university in Korea. They had teaching experience of simulation education in various parts of curriculum. Data were collected from October, 2014 to December, 2014, through in-depth interviews and were analyzed on the basis of Colaizzi’s phenomenological methodology. Results: Four essential themes were extracts that were as follows 1) Came across obstacles about use of the simulator 2) Need of instructors’ preparation for the simulation education is required 3) The simulation education conditions are in need of improvement 4) Need of efforts required to strengthen competency as professional nurses Conclusion: Even though at times the education was not carried out smoothly from simultor and education condition, the instructors felt the need for the simulation education in nursing and realized that instructors preparation and simulation education conditions were in need of improvement. Furthermore, the instructors thought the need of further efforts for the students to strengthen their nursing competency as professional nurses. Such understanding of the instructors’ experience, therefore, will be applied to the course of education, which will help maximize the effects of the simulation education and contribute to the necessary improvement required through the curriculum.

Purpose: This study examined the effects of simulation-mixed maternity nursing practicum on learning attitude, learning satisfaction and clinical practice performance in nursing students. Methods: One group, pre-post design, was utilized with 64 students. The simulation-mixed maternity nursing practicum consisted of intrapartum and postpartum care. Results: The learning attitude and learning satisfaction scores in maternity nursing care showed a significant change in the post-test (t=-5.92, p <.001, t=-7.35, p <.001) and enhanced clinical practice performance. Conclusion: The simulation-mixed maternity nursing practicum was useful in improving the learning attitude and learning satisfaction and clinical practice performance for maternity nursing practicum in nursing students. In conclusion, We recommend for simulation-mixed maternity nursing practicum to increase clinical practice performance of the students.

Purpose: This review study aimed to provide an update and overview on the theoretical background to undertaking simulation based education and research for simulation based learning. Methods: This review includes papers and books in regarding to education and nursing education. This article was addressed general learning theories and simulation based teaching strategies based on current learning theories. Results: Simulation-based learning is based on the constructivist learning theory. Current learning theories such as experiential learning theory, transformative learning theory, and situational learning theory are rooted in constructivist learning theory. These theories emphasize the reflection for effective self-directed learning. Conclusion: The results of this study showed that the critical reflection was the most important component in effective simulation based learning.

Purpose: The purpose of this study was to verify the effect of student-generated rubrics on learning motivation and academic achievement in simulation education. Methods: Student-generated rubrics was developed through the negotiation process between teacher and students, content validity has been verified. The participants were 122 undergraduate nursing students recruited from the one university in G city. The participants were given the simulation education for 15 weeks from 2011 to 2012. Experimental group were presented to student-generated rubrics before course starting was not presented to the control group. The data were analyzed by t-test with SPSS win 18.0 program. Results: Student-generated rubrics presented simulation education was to improve learning motivation and academic achievement. Conclusion: Student-generated rubrics with high reliability and validity in a number of areas to be developed and there is a need to be refined and ensure objectification of simulation education.

Purpose: The purpose of this study was to understand how team performance was related to team efficacy, interpersonal understanding, positiveness in problem solving, and class satisfaction, after applying simulation education using team based learning. Methods: Study objects were the students in C college who learn through simulation using team based learning for 4 weeks(March 2012 to June 2012). Team efficacy, interpersonal understanding, and positiveness in problem solving were developed by Kwon (2010). Class Satisfaction was developed by Kim (1998) and team performance was designed by professors. SPSS/WIN 21.0 was used for descriptive analysis, pearson correlation. Results: In this study, team performance score was related to interpersonal understanding (score=3.84, r=.620, p<.001), team efficacy(score=3.73, r=.510, p<.001), positiveness in problem solving(score=3.56, r=.468, p=.001), and class satisfaction(score=3.55, r=.448, p=.002), respectively. Conclusion: There findings indicate that there is a need to increase team efficacy,interpersonal understanding, positiveness in problem solving and class satisfaction to improve team performance of nursing students

Purpose: This study examined the effects of simulation-based education on knowledge, self-confidence and satisfaction about maternity core nursing practicum in senior nursing students. Methods: One group, pre-post design, was utilized with 77 students. The simulation -based maternity core nursing practicum that consisted of two sessions each 2 hours long for intrapartum and postpartum care was provided to 6 small groups. Core items of knowledge about and self-confidence in maternity core nursing practicum were measured with 18 items before and after the sessions. Results: The knowledge, self-confidence and satisfaction scores in maternity nursing care showed a significant change in the post-test (t=-13.99, p<.001, t=-21.14, p<.001). Conclusion: The simulation-based maternity core nursing practicum was useful in improving the knowledge, self-confidence and satisfaction scores for childbirth and postpartum care in nursing students. In conclusion, We recommend for maternity core nursing practicum to empower the competency of the students.

일반적으로 물리 교육에서 실험 활동을 통해 학습자들은 일상생활 중 경험과 밀접하게 연관된 힘과 운동 분야의 개념을 보다 확실하게 이해할 수 있다. 하지만 현재의 교육 실정에서는 실험 수행시간 부족 등의 열악한 환경으로 충분한 실험 활동을 하지 못하고 있다. 이를 보충하기 위해 정지성 등[1]은 모션센서 컨트롤러를 이용한 3D 물리교육 시뮬레이션 시스템을 개발하였다. 본 논문에서는 이 시스템에 학습자가 실험의 몰입도를 높이기 위해 3D 가상 실험 공간을 양안식 입체로 가시화하는 색상 방식의 양안식 3D 동역학 교육용 시스템을 제시한다. 학습자들은 제안한 색상 방식의 양안식 3D 입체 영상을 통해 보다 현실감 있는 동역학 시뮬레이션을 수행할 수 있었다.

항로표지는 등광, 형상, 색채, 음향, 전파를 이용하여 선박의 안전항해를 돕기 위한 인위적인 시설을 의미한다. 국제항로표지협회에서는 이러한 항로표지의 설계, 배치, 관리 등을 위해 전문가 그룹에 대한 교육과정을 개발하여 운영 중에 있으며, 해기교육기관에서는 항해사 들을 위한 선박조종향상교육 및 ECDIS 교육과정을 통하여 안전항해를 위한 다양한 교육을 운영하고 있다. 이에 더불어, 다양한 지형적, 환경적, 해상교통환경 등에 따른 항로표지의 오인으로 인한 해양사고를 예방하기 위해 항로표지 시뮬레이션 시스템을 활용한 교육이 필요하다. 본 연구에서는 기존의 선박조종시뮬레이터와 항로표지 시뮬레이터를 활용하여 다양한 환경에서 항로표지에 대한 정확한 이해과 활용을 위한 교 육모듈 개발을 통해, 기존의 이론적인 관점에서의 교육을 보완하고 실무적인 활용도를 높여 교육효과 향상방안을 제시하였다.

본 연구에서는 일반 X선 검사를 대상으로 시뮬레이션 교육 모델을 제시하고 실습 시 발생하는 오류를 분석하고자 하였다. 2012년부터 2018년까지 총 183명 (남자 77명, 여자 106명)의 학생이 참가하였다. 시뮬레이션 X선 시스템은 컴퓨터방사선영상(computed radiography, CR) 시스템을 이용하였다. 환자 보호, X선 검사의 정확성, 영상의 안정성 등의 검사 프로세스에 발생하는 오류 빈도수를 분석하였다. 그 결과 환자 자세 설정 오류, X선 중심선의 정확성 오류, 영상검출판의 크기 및 위치 설정 오류, 그리드 사용의 오류, 마킹의 오류, X선 조사조건 설정 오류, 조사야 설정의 오류, X선 입사각도의 오류, X선 조사거리의 오류 순으로 분석되었다. 이러한 오류를 중심으로 개선된 방사선사 실습 교육이 필요할 것이며 그로 인하여 정밀한 검사와 고품질의 의료서비스를 제공하여 국민들의 보건의료에 조금이나마 기여할 수 있기를 기대한다.

China’s economy has entered upon a new phase after undergoing the rapid development. But more and more social abuses are shown such as the soaring unemployment, the imbalance between supply and demand in the labor market. In order to deal with some uncertain market problems, the corporate takes immature measures to alleviate burdens by means of reducing the cost of raw materials or reducing the number of workers. The corporate didn’t go in for technical renovations or open new markets to create new opportunities. Yet this reality together with the lack of social experience and self-awareness makes the university graduates get lost in the decisions whether to be employed or to be self- employed. The difficulty of landing jobs forces many students to set up their own business. Meanwhile, with the development of computer and network technique, the digital games has entered into the daily life of the youth. Practice shows it is impossible to isolate them from digital games. Therefore a urgent problem is put forward. The problem is to provide high level business strategy games, to give guidance to students on landing jobs or creating jobs, to make up for the shortcomings in modern enterprise education by providing a series of educational business strategy games.