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.

In the manufacturing industry, dispatching systems play a crucial role in enhancing production efficiency and optimizing production volume. However, in dynamic production environments, conventional static dispatching methods struggle to adapt to various environmental conditions and constraints, leading to problems such as reduced production volume, delays, and resource wastage. Therefore, there is a need for dynamic dispatching methods that can quickly adapt to changes in the environment. In this study, we aim to develop an agent-based model that considers dynamic situations through interaction between agents. Additionally, we intend to utilize the Q-learning algorithm, which possesses the characteristics of temporal difference (TD) learning, to automatically update and adapt to dynamic situations. This means that Q-learning can effectively consider dynamic environments by sensitively responding to changes in the state space and selecting optimal dispatching rules accordingly. The state space includes information such as inventory and work-in-process levels, order fulfilment status, and machine status, which are used to select the optimal dispatching rules. Furthermore, we aim to minimize total tardiness and the number of setup changes using reinforcement learning. Finally, we will develop a dynamic dispatching system using Q-learning and compare its performance with conventional static dispatching methods.

Purpose: Nursing students' competence in virtual simulation-based learning is a key factor in its success. This study explored the validity and reliability of a virtual-simulation-based learning competency self-evaluation tool for nursing students. Methods: Data were collected from a web-based survey. First, 11 nursing professors participated in a focus group interview, and 7 simulation education experts participated in the preliminary item content validity. The participants in these two aspects were not the same. Then, a preliminary survey was conducted with 15 fourth-year nursing students in I City. Next, based on these three efforts, a final survey comprising 20 evaluation items was developed. This survey was administered to third- and fourth-year nursing students at four nursing colleges in Korean provinces (Seoul, Gyeonggi, Gangwon, and Gyeongsan-do); 222 complete questionnaires were used for the final analysis. Further, Kirkpatrick’s evaluation model was used for four steps each of tool development and verification processes of the associated psychometric aspects, for a total of eight steps. An exploratory factor analysis was performed on the collected survey data, and verify the tool's validity and reliability. Results: Four factors comprising 15 items explained 66.59% of the variance: learning preparation and start-up (4 items), nursing assessment (3 items), data interpretation (3 items), and problem solving (5 items). The Cronbach's α of the tool was 0.74, and that of the factors ranged from 0.72 to 0.80. Conclusions: The tool's validity and reliability were demonstrated using established methodologies. This tool can be useful for evaluating Korean nursing students' virtual simulation learning competence.

This study aimed to explore nursing students' experience of learning cardiopulmonary resuscitation (CPR) in a web-based virtual simulation (vSim) through analysis of the reflection journals. Method: From June to July 2020, data were collected from 48 fourth-year nursing students who performed the simulation by reviewing prompt feedback on their CPR performance. The contents of the reflection journals were analyzed using NVivo qualitative data analysis software. Results: Nursing students experienced unfamiliarity with the English-based virtual environment as well as psychological pressure and anxiety about emergencies. Incorrect interventions were identified in the following order of frequency: violation of defibrillator guidelines, missing fundamental nursing care, error in applying an electrocardiogram monitor, inadequate initial response to cardiac arrest, insufficient chest compression, and inadequate ventilation. Lastly, the participants learned the importance of embodied knowledge, for knowing and acting accurately and reacting immediately, and their attitudes as nurses, such as responsibility, calmness, and attentiveness. Learning strategies included memory retention through repetition, real-time feedback analysis, pre-learning, and imagining action sequences in advance. The level of achievement, time required, CPR quality, and confidence improved with behavior-modification strategies developed through self-reflection. Conclusion: Educational interventions that are based on understanding accurate algorithms can strengthen selfawareness of mistakes to improve efficient imparting of CPR education.

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.

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.

Purpose: This study aimed to examine the learning immersion, learning satisfactory, and learning confidence differences after virtual and then laboratory simulations. Methods: A two-group cross-over design was used, and the participants included 148 senior nursing students (74 teams). The treatments had virtual and then laboratory simulations. The data were analyzed using independent t-test, repeated measures ANCOVA and Chronbach’s αcoefficient using the SPSS/ WIN 21.0 program. Results: Nursing students who experienced laboratory simulation after virtual simulation were different totally or partially with nursing students who experienced virtual simulation first in learning immersion, learning satisfaction and, learning confidence. Conclusion: Effects based on order of simulation were different. To increase learning immersion, laboratory simulation was done before virtual simulation. Learning satisfaction and learning confidence, it were not affected by order of simulation type but by number. Repeated studies require clearly investigating the effects based on order of simulation type.

Purpose: This study aims to improve nursing students’ competency through evidence-based nursing simulation education. Simulations included blood transfusion care for cancer patients, pneumothorax post-op care, and blood pressure control for hypertension care. Moreover, the study investigated the effects of simulations on anxiety, self-confidence, and student satisfaction with the learning experience. Method: Participants completed a survey on student satisfaction, self-confidence, and anxiety. A prospective, one-group, pre- and post-test design of 135 fourth-grade nursing students was used. A simulation scenario was developed according to the design. It consisted of pre-briefing, practice, serial tests, and debriefing. A simulation of three scenarios comprised blood transfusion care for cancer patients, pneumothorax post-op care, and blood pressure control for hypertension care. Twenty hours of evidence-based nursing simulation practicum consisting of three scenarios dealing with major adult diseases was conducted. Result: Students showed significant improvements over time in self-confidence (t=4.67, p<.001), student satisfaction (t=3.94, p<.001), and anxiety (t=-4.63, p<.001) after the evidence-based nursing simulation. Conclusion: Simulation of evidence-based education may be a useful and effective learning strategy. Nursing educators can design evidence-based simulation programs to improve educational effectiveness.

본 연구는 가상 시뮬레이션기반 노인간호 실습교육 실시 후 간호대학생의 몰입경험과 학습역량 이 학습만족도에 미치는 영향을 파악하기 위한 조사연구이다. 연구 대상자는 간호대학 학생 72명을 대상으 로 하였고, 자료수집은 2021년 4월 2일부터 5월 7일까지 온라인 설문을 통해 수행하였다. 자료분석은 SPSS/WIN 24.0을 이용하여 기술통계, 상관관계 및 다중회귀분석을 사용하였다. 연구결과, 가상 시뮬레이 션 교육 후 간호대학생의 학습만족도는 몰입경험(r=.656, p<.001), 학습역량(r=.672, p<.001)과 유의한 정 적 상관관계를 보였다. 학습만족도에 가장 영향력이 있는 요인은 학습역량(β=.459, p<.001), 몰입경험(β =.413, p<.001)으로 나타났으며 모형의 설명력은 60.9%이었다. 그러므로 가상 시뮬레이션 교육 후 학습만 족도를 향상시키기 위해서 실습에 대한 몰입을 촉진하고 개개인의 학습역량을 향상시킬 수 있는 방안들을 개발할 것을 제언한다.

Purpose: This study developed an educational program for structured discussion-based learning, problem-based learning (PBL), and simulation for nursing students. Its effects on learning attitude, problem-solving process, and clinical competence were then analyzed. Methods: This study used a one-group pretest–posttest experimental method among 135 fourth-year nursing students taking the simulation course at a university in D city. We operated the PBL by applying the structured discussion method and simulation education based on four modules covering major diseases among adults. The data collected before and after the program were analyzed using descriptive statistics and paired t-tests. Results: The program significantly improved nursing students’ learning attitude, problem-solving process, and clinical competence. Conclusions: We verified the effects of the simulation education program for structured discussion-based learning and PBL. Further studies are needed to develop and apply simulation educational programs utilizing various devices that can improve learners’ participation and professors’ operational protocols by systematically combining them with different teaching/learning methods.

Purpose: This study aims to develop a simulation module equipped with scenario-based core nursing skills and test the effects after applying the simulation education based on a developed scenario. Method: This was a nonequivalent control group pre-/posttest design study, and 114 nursing students participated from April 1 to August 30, 2018. The applied scenario-based core nursing skills simulation module was developed in the order of planning, development, application, and evaluation according to the Dick and Carye Model’s program development process. Knowledge, self-efficacy, stress, and nursing practice were measured before and after intervention in two groups: an experimental group that performed a simulation after applying the scenario-based core nursing skills, and a control group that performed a simulation after applying core nursing skills. Results: Knowledge (F=23.19, p<.001), self-efficacy (F=25.83, p<.001), and nursing practice (t=9.51 p<.001) increased in the group that performed a simulation after applying the scenario-based core nursing skills, whereas stress (F=40.41, p<.001) decreased. Conclusion: Various education methods should be applied to increase the education effect of the simulation, Simulation performance can be used as an alternative to improve nursing practice during simulation education.

Purpose: This study examines the effects of clinical nursing simulation education program based on problem-based learning (S-PBL) on clinical reasoning, confidence in handover reports, confidence in nursing performance, and simulation effectiveness in nursing students. Method: We used a one-group pretest-posttest design. The participants were 4th-year university nursing students who had taken a core clinical nursing practice, and 90 students participated in the S-PBL program. Data were collected before and after the S-PBL program and analyzed using descriptive statistics and paired t-tests. Results: The S-PBL program significantly increased clinical reasoning, confidence in handover reports, and confidence in nursing performance. More than 90% of students were satisfied with the education program and the simulation education effectiveness was 2.54 on a 3-point Likert scale. Conclusion: The S-PBL program could be useful in clinical nursing education for nursing students seeking to become clinical nurses. It is necessary to develop various S-PBL programs and apply them to the curriculum.

Purpose: This study seeks to confirm the relationship between learning self-efficacy, learning satisfaction, and transfer motivation among nursing students who complete the integrated simulation practice class. Method: The data for the study were collected through self-report questionnaires administered to 4th year students and were analyzed using the SPSS 18.0 program. Results: The findings show that learning self-efficacy is 6.03±.69 (7 points), learning satisfaction is 4.23±.57 (5 points), and transfer motivation is 5.70±.90 (7 points). The transfer motivation has a positive correlation with both learning self-efficacy and learning satisfaction and learning self-efficacy has a positive correlation with learning satisfaction. The factors influencing the transfer motivation of nursing students are learning self-efficacy (β=.87, p<.001) and learning satisfaction (β=.24, p=.028), which together account for 61.9% of the transfer motivation. Conclusion: The results demonstrate that to enhance the transfer motivation for nursing students, it is necessary to develop a program and curriculum for increasing learning self-efficacy and learning satisfaction.

Purpose: This study is examined the effects of simulation practice education with problem-based learning methods on nursing students' learning attitudes, learning satisfaction, critical thinking disposition, and problem-solving ability. Method: A quasi-experiment single group pretest-posttest design was adopted. Simulation education was conducted by utilizing problem-based learning methods to teach the following topics to nursing students enrolled in 4th grade in S city: respiratory, circulatory, and nervous system. The experiment was conducted for 12 weeks, from September to December, 2019. Paired t-test and Pearson product-moment correlation coefficient were used to analyze the collected data. Results: Learning attitude and problem-solving ability showed significant differences in the experiment. Among the sub-areas of problem-solving ability, there were significant differences in the following: problem recognition (p<.001), information gathering (p<.001), confident thinking disposition (p<.001), acceptance to carry out an adventure (p<.001), evaluation (p=.027), and feedback (p<.001). In addition, learning attitude showed significant positive correlations with learning satisfaction, critical thinking disposition, and problem-solving ability. Conclusion: The findings of this study suggest that, it is necessary to develop a variety of iterative studies and simulation scenarios to confirm the effectiveness of simulation training.

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: This study aimed to examine the effects of simulation-based learning on the critical thinking disposition, communication confidence, and performance confidence in nursing care for children with fever. Method: A one-group pre- and post-test design was used. A total of 59 nursing students participated. Results: The results of this study showed that the effectiveness of simulation-based learning showed statistically significant improvement in critical thinking disposition, communication confidence and performance confidence. Conclusion: The findings indicate that simulation-based learning in the nursing care of children with fever may be an effective teaching-learning method for nursing students.

Purpose: The purpose of this study was to investigate the effectiveness of pre-briefing in simulation-based learning on nursing students’ satisfaction with simulation. Method: A quasi-experimental post-test study was applied with 174 senior nursing students at a private university in South Korea. The experimental group (n=88) underwent a pre-briefing program, whereas the control group (n=86) did not. During pre-briefing, students had time to study simulation scenarios, discuss nursing processes related to simulation scenarios, and experience a simulation environment before simulation practice. Satisfaction scores were measured using the Satisfaction with Simulation Experience scale(SSE). Results: The mean scores in satisfaction with simulation were higher in the experimental group than in the control group, and the difference was statistically significant (t=-4.23, p<.001). Conclusion: This study emphasizes that pre-briefing in simulation-based learning is important in increasing students’ satisfaction and should be included in the planning of simulation-based learning programs.