Purpose: This qualitative phenomenological study aims to understand how nursing students interpret their experiences with handover education using concept maps in simulation-based nursing education. Methods: Data were collected from September 18, 2021 to April 6, 2022, through in-depth one-to-one interviews with 11 nursing students. Interviews, which were conducted once or twice, lasted for 30 to 45 minutes per session. The main interview question was “How do you make meaning of your experiences with handover education using concept maps in simulation-based nursing education?” The collected data were analyzed using content analysis. Results: Three categories of were identified: actively engaged with students, addressed the reality of handover education, and there are two sides to handover education. The participants in this study require systematic education on the take-over method and process that can integrate and structure the continuity and thinking necessary for nursing work. Conclusion: Handover education using concept maps in simulation-based methods should be adapted according to the abilities of nursing students and their contextual needs. Future studies using large sample sizes and multiple settings should substantially evaluate the impact of handover education programs using concept maps on clinical outcomes.

Purpose: The purpose of this study was to examine the effects of simulation-based training applying situation-background-assessment-recommendation on self- efficacy and communication skills in new nurses. Method: This study applied a one group pretest-posttest design, with 88 new nurses in a general hospital in S city, Korea. Data were collected from March to November 2017. The participants completed their simulation education program in 4 weeks. Data were analyzed using paired t-test with SPSS program. Results: After SBAR simulation education, self- efficacy (t=-2.40, p=.014) and communication skills (t=-5.24, p<.001) significantly improved. Conclusion: This suggests that simulation-based training applying SBAR, improved self- efficacy and communication skills in new nurses.