Purpose This study aimed to develop and evaluate a simulation-based autotransfusion device training program to enhance the clinical performance, performance confidence, and educational satisfaction of post-anesthesia care unit (PACU) nurses. Methods: A single-group pretestposttest study was conducted with 30 PACU nurses. The program, based on the ADDIE model, included orientation, simulation training, and debriefing. Data were collected using validated tools before and after the program and analyzed using the Wilcoxon signed-rank test. Results: Clinical performance improved from a median of 30.00 to 43.00 (Z =−4.78, p < .001). Performance confidence increased from 31.00 to 47.50 (Z =−4.71, p < .001), while educational satisfaction rose from 26.00 to 40.00 (Z =−4.73, p < .001). Conclusions: The simulation-based program effectively enhanced the clinical performance, performance confidence, and education satisfaction of PACU nurses. These findings underscore the value of simulation-based training for enhancing nurses’ competence in using complex, high-risk medical devices.

Purpose: This study aimed to evaluate the effects of simulation education in patient safety nursing on nursing students’ attitudes toward patient safety, confidence in patient safety, academic self-efficacy, and academic engagement. Methods: The study was conducted from April to May 2022 with 69 nursing students enrolled in a fundamental nursing practice course. Two simulation scenarios were developed to enhance the patient safety competencies. Each scenario was implemented in two sessions, each lasting 90 minutes. Data were collected using self-report questionnaires, which measured attitudes toward patient safety, confidence in patient safety, academic self-efficacy, and academic engagement before and after the simulation education. Data were analyzed by employing descriptive statistics and paired t-tests using SPSS Statistics Version 26.0. Results: After participating in the simulation program, students showed statistically significant improvements in their attitudes toward patient safety (t=9.11, p<.001), confidence in patient safety (t=15.66, p<.001), academic self-efficacy (t=6.03, p<.001), and academic engagement (t=9.28, p<.001). Conclusion: The findings suggest that simulation education in patient safety nursing is an effective nursing education strategy. The study highlights the need to develop and expand diverse simulation-based learning programs in nursing education.

Purpose: This study aimed to develop and implement a multi-patient simulation (MPS) program for nursing students with no prior clinical practice experience. It also examined the effects of the program on the students’ communication competence and clinical reasoning ability. Methods: A one-group pretest-posttest design was used. The MPS program, consisting of four patient scenarios was applied to second-year nursing students with no prior clinical practice experience. Communication competence, clinical reasoning ability, and the perceived effectiveness of the multi-patient simulation program were measured using structured tools before and after the program. Results: Communication competence significantly improved after the MPS program, whereas clinical reasoning did not show a statistically significant difference. Perceived effectiveness of the MPS program was generally high, with the debriefing component scoring the highest. Confidence scores were relatively low, suggesting the need for level-appropriate scenario. Conclusion: The MPS program was effectively enhanced communication competence among preclinical nursing students. Although clinical reasoning scores did not improve significantly, the study highlights the importance of introducing realistic simulation experiences early in nursing education. Future research should focus on developing suitable clinical reasoning assessment tools for early year students and conducting randomized controlled trials to validate the effectiveness of customized MPS programs.

Purpose: This study aimed to develop and evaluate a simulation-based nursing education program for respiratory emergencies in critically ill, extremely low birth weight infants (ELBWIs). Methods: A single-arm quasi-experimental study was conducted with 32 neonatal intensive care unit (NICU) nurses. The program was developed systematically using the ADDIE model, incorporating needs assessment, real-case scenario development, and pilot testing. Data were collected before and after the intervention and were analyzed using paired and independent t-tests, as well as a one-way analysis of variance (ANOVA) with Scheffé post-hoc tests. Results: The results showed statistically significant improvements in participants’ problemsolving ability (t = -3.49, p = .001), clinical performance confidence (t = -4.64, p < .001), and overall clinical performance competency (t = -13.79, p < .001) following the training. The clinical relevance and feasibility of the program were supported by pilot testing and positive evaluations of the practicality and educational usefulness of the simulation scenarios. Conclusion: These findings suggest that the simulation-based program was effective in enhancing NICU nurses’ clinical competence in managing respiratory emergencies in ELBWIs and can be used as a practical alternative to traditional on-the-job training.

Purpose: This study was conducted to confirm the effects of patient safety simulation education on nursing students’s attitude of patient safety, confidence in performance of patient safety, confidence in performance multidrug-resistant bacterial infection control, and nursing professionalism. Methods: In this study, 89 students from the 4th grade of the nursing department at one university participated, and the data collection period was from August 20 to August 30, 2023. The collected data were analyzed using R 4.3.2 version and by descriptive statistics, independent t-test, Pearson’s correlation coefficients. Results: After education, the subjects' nursing professionalism(t=-5.95, p<.001), attitude of patient safety(t=-3.59, p<.001), confidence in performance of patient safety(t=-3.90, p<.001), and confidence in performance multidrugresistant bacterial infection control(t=-5.55, p<.001) increased statistically significantly. After education, there was a positive correlation between nursing professionalism, attitude of patient safety(r=.43, p<.001), confidence in performance of patient safety(r=.64, p<.001), confidence in performance multidrug-resistant bacterial infection control(r=.41, p=<.001). The relationship between attitude of patient safety, confidence in performance of patient safety(r=.47, p<.001), confidence in performance multidrug-resistant bacterial infection control(r=.37, p=<.001) showed a positive correlation. Confidence in performance of patient safety, confidence in performance multidrug-resistant bacterial infection control(r=.80, p<.001) showed a positive correlation. Conclusion: Through this study, in order to strengthen effective patient safety management behavior, it is necessary to find ways to increase immersion and proactiveness in education by developing and applying various scenarios related to patient safety in nursing management simulation education.

Purpose: This study aimed to explore the effects of immersion, satisfaction, and confidence in nursing competence after simulation practice. Methods: A descriptive survey was administered to 138 senior nursing students. Data were analyzed using descriptive statistics, Pearson’s correlation, stepwise multiple regression, and Cronbach’s alpha coefficient using SPSS/WIN 27.0. Results: Immersion, satisfaction, confidence, and nursing competence scored 85% of the overall scores. Nursing competence was positively correlated with immersion, confidence, and satisfaction. Only immersion had a significant effect on nursing competence, explaining 55.8% of variance. Conclusion: The level of immersion must be increased to enhance nursing competence in simulation. Further studies are needed to examine the effects of immersion on nursing competencies.

Purpose: This study aimed to identify the need for simulation education to strengthen patient safety competencies in nursing practice field experience and explore and analyze improvements in simulation education. Methods: Data were collected through focus group interviews with 31 participants from four groups of fourth-year nursing students and one group of new nurses from August 7, 2023 to February 11, 2024. Interview data were systematically reviewed by qualitative content analysis. Results: Five major themes were identified; (1) awareness of patient safety competencies among nursing students and new nurses, (2) awareness of patient safety education among nursing students and new nurses, (3) simulation education topics for strengthening patient safety competencies, (4) interfering factors of simulation education for strengthening patient safety competencies, and (5) facilitating factors of simulation education to strengthen patient safety competencies. Accordingly, 15 categories were derived, and the current status of simulation education for patient safety, educational needs, and improvements were reported. Conclusion: This study attempted to reflect on the needs of learners before developing a simulation education program and derive educational content to strengthen patient safety competencies.

Purpose: This single-group pre-post experimental study aimed to develop and apply a simulation-based infection control education program for neonatal intensive care unit (NICU) nurses to verify its effectiveness and provide baseline educational materials to strengthen NICU nurses’ infection control competencies. Methods: The educational program was developed according to the five phases of analysis, design, development, implementation, and evaluation models, with scenarios based on the educational needs of NICU nurses. To verify the program’s effectiveness, a study was conducted on 28 NICU nurses of general and tertiary hospitals. NICU nurses’ infection control knowledge, performance confidence, critical thinking disposition, and satisfaction with the education were surveyed after applying the education program. Results: The simulation-based NICU infection control educational program was effective for NICU nurses’ infection control knowledge (t=−7.35, p < .001), performance confidence (t=−6.30, p < .001), and critical thinking disposition (t=−5.12, p < .001). Conclusions: The infection control educational program can contribute to infection prevention and patient safety by improving the NICU nurses' infection control competencies and be used as a baseline educational material for infection control education.

Purpose: This study aimed to analyze the reviewers’ evaluations of papers submitted to the Journal of the Korean Society for Simulation in Nursing between 2019 and June 2024. Methods: We analyzed 117 quantitative (69 published and 48 unpublished) and 16 qualitative (11 published and five unpublished) studies. The reviewers’ checklist-based evaluations were analyzed using means and standard deviations. The scope method was used to examine the reviewers’ subjective evaluations. Results: For quantitative studies, the highest average score among published papers was in the “Research Theme” category (3.64±0.73). Contrastingly, the lowest average scores were in the “Discussion” category, with 3.32±0.74 for quantitative studies and 3.23±0.74 for qualitative studies. In rejected papers, the “Discussion” category recorded the lowest scores, at 2.35±0.74 for quantitative studies and 1.92±0.76 for qualitative studies. Conclusion: The results demonstrated the research characteristics of this journal and focus of the review by providing information on the reviewers’ evaluations. Structured scientific research based on these results will contribute to improving the academic quality of journals by reinforcing the openness and systematicity of academic communication.

Purpose: This study aimed to develop a program using the Room of Errors (ROE) technique to enhance the patient nursing student’s safety competencies and determine the effectiveness of simulation-based education. Methods: We conducted a methodological study using the ADDIE model for program development (Molenda, 2003). During the ROE activities, students identified errors that threatened patient safety. The program's effectiveness was evaluated in the implementation phase by measuring students' confidence in patient safety using a one-group pretest-posttest design. Results: Participants' satisfaction with the ROE program was 4.90 ± 0.36 on a 5-point Likert scale. The pre- and post-ROE program patient safety confidence scores (H-PEPSS) were statistically significant, increasing from 3.62 ± 0.54 to 4.19 ± 0.60. Participants' subjective evaluations were generally positive, indicating increased insight, confidence, and vigilance in error prevention. Conclusion: Based on this study’s significant findings, it would be beneficial to encourage students and healthcare providers to utilize ROE programs to enhance patient safety competencies.

Purpose: Improving students’ self-confidence is an important strategy in simulation learning. This study aimed to identify the factors influencing students’ self-confidence in simulation learning based on the Jeffries Simulation Framework. Method: A cross-sectional survey was conducted with 140 senior nursing students’ at a university, and data were collected through self-reported questionnaires. Data on students’ self-confidence were collected for student/ facilitator factors (satisfaction on major, overall grade average, and facilitator satisfaction), educational practice factors (active learning, collaboration, diverse ways of learning and educational goals), and simulation design characteristics factors (objectives/information, support, problem solving, feedback, and fidelity). Data were analyzed using an independent t-test, one-way ANOVA, Pearson’s correlation, and hierarchical multiple regression analysis. Results: The regression model had an adjusted R2 of .61, indicating that education goal, active learning, facilitator satisfaction, and fidelity were significant predictors of students’ self-confidence in simulation learning. Conclusion: To increase students' self-confidence with simulation learning strategies, it is necessary to design lessons that include educational goals, active learning, improved student satisfaction with the facilitator and fidelity based on the Jeffries Simulation Framework.

Purpose: The global emphasis on preventing and systematically managing acute cardiac arrest necessitates improved education in cardiovascular emergencies. This study aims to provide foundational data on the effectiveness of simulation-based cardiovascular emergency management education, applying the think-aloud method for nurses. Method: A one-group pre-posttest experimental design was used from July 29 to August 15, 2022. Twenty-eight nurses participated in this study. Data were analyzed using descriptive statistics and the Wilcoxon signed-rank test with SPSS/WIN 25.0. Results: The educational intervention showed statistically significant improvements in outcomes: knowledge of cardiovascular emergency management (Z=-4.24, p<.001), confidence in cardiovascular emergency management (Z=-4.63, p<.001), clinical reasoning competence (Z=-4.16, p<.001), and self-efficacy for group work (Z=-3.47, p=.001), and selfregulation for group work (Z=-2.29, p=.022). Conclusion: This study indicates that the use of the think-aloud method in simulation-based learning can effectively enhance cardiovascular emergency management training by reducing learners’ cognitive load. Cardiovascular emergency management competencies can be strengthened through the development of diverse educational strategies and the expansion of training support.

Purpose: This study examined the influence of nursing students’ competencies in assessment, communication, clinical judgment, and patient safety on evidence-based practice (EBP) competency through simulation training. Methods: Data were collected from in December 11 in 2023 to January 30 in 2024, using a self-report questionnaire. The final participants were 230 nursing students in two universities. Multiple regression, t-test, ANOVA were used for data analysis. Results: The competencies of nursing students who participated in simulation training significantly influenced their EBP competency. The most influential factor on nursing students’ competency of EBP was Clinical Judgment, followed by Communication. Assessment and Patient safety competencies did not have a statistically significant impact on EBP competency. Conclusion: It is crucial for nurses to implement EBP to provide high-quality nursing and advance nursing as a science. However, since EBP competency is difficult to acquire in a short period, education on EBP is necessary from nursing school. Simulation training is considered an effective means to enhance nursing students' competency in EBP. Our study suggests incorporating elements that strengthen competencies in clinical judgment and communication when establishing a simulationbased training program to enhance the EBP competency of nursing students.

본 연구는 간호학생을 대상으로 뇌졸중 표준화 환자를 활용한 시뮬레이션기반 교육 경험을 심 층적으로 이해하고 이를 통해 경험의 본질을 파악하고자 함이다. 자료수집은 2023년 6월 25일부터 자료가 포화상태에 이르게 된 2023년 8월 25일까지 간호학생 10명을 대상으로 심층 개별 인터뷰를 통해 수집되었 고, Colaizzi가 제시한 현상학적 연구 분석 방법으로 분석되었다. 주요 인터뷰 질문은 “뇌졸중 표준화 환자 를 활용한 교육 경험은 당신에게 어떤 의미가 있었나요?”이었고, 수집된 데이터는 내용분석을 이용하여 분 석하였다. 연구결과, 총 7개의 의미있는 진술이 추출되었고, 도출된 주제모음은 ‘간호 교육적 차원’, ‘개인 적 차원’, ‘간호 직무적 차원’으로 나타났다. 이로써 뇌졸중 표준화 환자 활용은 간호학생들의 실무역량 습 득과 뇌졸중 환자간호에 대한 이해를 높였고, 표준화 환자 활용에 있어 긍정적인 요인강화와 제한된 요인 들을 파악하여 실무역량을 증진하기 위한 시뮬레이션기반 교육전략이 필요함을 알 수 있다.

We aimed to develop and analyze the effectiveness of a “Room of Errors” simulation program for educating nursing students in patient safety management. Methods: This study used a quasi-experimental method (two group, before and after evaluation) and enrolled 35 nursing students as the participants. Data were collected using a self-reported questionnaire and analyzed through descriptive statistics and the independent t-test and Mann-Whitney U test using SPSS/WIN Statistics version 25.0. Results: After completing the “Room of Errors” simulation program, the participants’ score of intention and confidence in performance for patient safety management in the experimental group were significantly higher than those in the control group. Conclusion: A “Room of Errors” simulation education program for nursing students effectively increased the intention and confidence in performance of nursing students in patient safety management.

This study aimed to investigate the impact of implementing team-based learning (TBL) in postpartum nursing simulation practical education for nursing college students. Methods: The study design was a non-equivalent control group pretest-posttest quasi-experimental design. 128 nursing students divided into two groups: 61 in the experiment group and 67 in the control group. During the winter break in January 2023, students participating in simulation practicals were assigned to the control group, while students participating in simulation practicals during the regular semester (April 2023) were assigned to the experimental group, to prevent crossontamination between the groups due to experimental treatment. Both groups completed selfdministered questionnaires to assess self-directed learning abilities, collaborative self-efficacy, academic achievement, and learning satisfaction. Results: The experimental group showed significantly better compared to the control group, the experimental group showed higher levels of academic achievement and learning satisfaction. Conclusion: It was evident that TBL applied to postpartum nursing simulation practical education is a pedagogical teaching strategy that enhances academic achievement and learning satisfaction. It is necessary to develop and apply team-based simulation practical education not only for challenging obstetric cases but also for labor and delivery nursing, antepartum nursing, and other related areas in clinical practice.

The purpose of this study was to determine the effect of simulation-based Korea advanced life support training on new nurses' knowledge, clinical performance ability, performer confidence, and learning satisfaction. Methods: This is a non-equivalent controlled pre-post quasi-experimental study. A simulation-based CPR training program was applied to 37 new nurses. Results: The experimental group scored lower on emergency management knowledge (83.65±7.61) than the control group (84.55±9.22), which was not significant (t=-4.46, p=.657). However, the clinical performance ability score was significantly higher in the experimental group (109.59±9.98) than in the control group (100.24±11.87) (t=3.581, p <.001). Performer confidence was significantly higher in the experimental group (23.43±3.29) than in the control group (19.90±3.85) (t=3.69, p〈.001). In addition, the learning satisfaction score of the experimental group (96.16±5.64) was significantly higher than the control group (88.42±11.13) (t=3.72, p< .001). Conclusion: This study confirmed that simulation training is an efficient way to improve new nurses' clinical performance ability, and performer confidence. Therefore, applying simulation training in scenarios can improve new nurses' work competence and contribute to improving the quality of patient care.

The purpose of this study was to develop a nursing education program using Web-based simulation for the care of patients with intracranial pressure. An additional aim was to verify the effectiveness of nursing knowledge, problem-solving competency, a critical thinking disposition, and the expectation of learning transfer. Methods: This was an experimental study using repeated measures with a nonequivalent control group. The participants were senior nursing students, randomly assigned to experimental (n=30) and control (n=30) groups. The experimental group participated in a nursing education program that included Web-based lectures, pre-briefing, Web-based simulation, and debriefing, whereas the control group’s program included only Web-based lectures. Results: A significant difference was found between the experimental and control groups in problem-solving competency (F=5.84, p=.005), critical thinking disposition (F=4.25, p=.021), and the expectation of learning transfer (t=2.30, p<.025). Also, a significant interaction between time and group was found in problem-solving competency and critical thinking disposition. Conclusion: The results of this study showed that the education program using Web-based simulation positively affected nursing students’ problem-solving competency, critical thinking disposition, and the expectation of learning transfer. Therefore, this program can be considered a valuable aid in educating nursing students.

본 연구의 목적은 시뮬레이션 실습 교육에서 임상수행능력에 대한 명확한 개념의 속성을 규명 하고 이를 조직화하여 임상수행능력에 대한 이론적 근거를 마련하기 위해 시도되었다. 연구 방법으로는 Walker And Avant의 개념분석 방법을 사용하였다. KISS, KMbase, DBpia, RISS, PubMed, CINAHL, Medline의 데이터베이스에서 보건의료인 교육을 위한 시뮬레이션 교육이 권고된 시점인 2000년부터 2023 년 4월까지 보고된 논문을 수집하였다. 연구 결과 임상수행능력의 속성은 (1) 지식, 판단, 기술의 종합적인 능력, (2) 의료 환경 변화에 능숙히 대처하는 능력, (3) 간호 대상자의 요구에 적절하게 대응하여 간호 역할 을 수행하는 능력이다. 본 연구는 시뮬레이션 실습 교육에서 임상수행능력에 대한 연구가 활발한 상황에서 간호학적 관점의 중요성을 인식하고, 개념분석을 한 연구로서 의의가 있다. 본 연구에서 나타난 시뮬레이 션 실습 교육에서 임상수행능력 속성을 포함한 훈련 프로그램 및 도구를 개발하고 이를 활용하여 프로그램 의 효과를 측정하는 것이 필요할 것으로 사료된다.

Purpose: This study aimed to development and test the effects of patient safety/infection control simulation program based on a brain-based learning framework for nursing students. Methods: This pilot study used a one group pre-post test design. The study was conducted in one university in Korea. Participants were recruited using a convenience sample. Fifteen nursing students participated in this study. Results: The levels of perception of importance of patient safety management (Z=3.41, p=.001), confidence on patient safety (Z=3.30, p=.001), attitude toward personal protective equipment (Z=3.10, p=.002), and efficacy of personal protective equipment (Z=3.35, p=.001) were significantly increased. Conclusion: The application of brain-based learning framework in nursing simulation could be an effective education for nursing students.