Purpose: This study was conducted to evaluate outcome-based delivery care with simulation in nursing student. Methods: One group pre-post design was utilized. 155 participants consisting of nursing students was recruited. The data were collected from august 25 to december 5, 2015. Five hours thirty minutes of outcome-based delivery care with simulations was operated. Results: The item showing the lowest mean score was ‘verbal communication’, the highest mean score was ‘core basic nursing skills’. Conclusion: The findings suggest that it would be useful to use the outcome-based delivery care with simulation in nursing students.

Purpose: This study was to identify the effect of siimulation-based educational for delivery nursing program on knowledge, problem solving process and confidence in nursing students. Methods: This study was one group pre-post test design, participants are 51 nursing student. This simulation-based education for delivery nursing program was applied to the subjects from 31th, August to 25th, September, 2015. The program consist of a scenario in which each of the situations presented from first stage of labor to the fourth stage of labor. Data were analyzed using SPSS WIN 19.0 program. Result: There was a significant difference on delivery nursing knowledge, problem solving process and confidence. Conclusion: Therefore, the educational program of labor simulation was effective on improving knowledge, problem solving process and self-confidence among nursing students.

Purpose: This study was to identify relationship between instructor and learner's evaluation in the simulation-based maternity nursing. Methods: The simulation-based nursing education program was taken by 112 fourth year nursing students. 30 item clinical practice competency evaluation tool has been developed for instructor. And 30 item clinical practice competency scale(self reported form) was used for students. Result: The critical items of the simulation-based maternity nursing were suggested in this study. Mean score for clinical practice competency are as follows: student's evaluation 4.0(on a 5-point scale), instructor's evaluation 76.7(on a total 90-point). There was a positive correlation between instructor and learner's evaluation score. Conclusion: These findings will be useful guideline in development direction of qualitative simulation-based nursing education program.

Purpose: This study was to develop a clinical competence scale to assess competence of nursing students in neonatal core nursing management after delivery in the simulation-based clinical situations. Methods: The assessment items developed with 14 items of 3 point scale. An expert panel of 4 professor and 1 nurse reviewed the scale for content validity by using the CVI(Content Validity Index). Following the establishment of content validity, 14 items of the checklist were developed. The simulation-based neonatal core nursing education that consisted of four sessions for 6 hours lecture and practice was provided to 26 small groups. Result: The total mean score of clinical competence in neonatal core nursing care was 20.04. Items with the highest mean score was 1.87 with 'apply clean gloves'. Items with lowest mean score was 1.15 with 'perform the body temperature management to the neonatal'. Reliability of between two evaluation using Cronbach's alpha was .86. Conclusion: This results show neonatal core nursing care assessment tool developed this study had reliability and validity. Further studies are needed to determine property of tool in neonatal core nursing care assessment tool.

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.

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.