Purpose: The purpose of this study was to identify the effects of learner-directed debriefing based on the clinical judgement model (LDCJM) on nursing students’ critical thinking disposition, selfdirected learning, problem-solving ability, and debriefing experience after simulation. Method: This study used a quasi-experimental design with 38 sophomore nursing students from one university. They were divided into an experimental group (n=20) and a control group (n=18). Collected data were analyzed by the Chi-square, the Mann-Whitney U-test, and the Wilcoxon signed-rank test using the WIN SPSS 22.0 program. Results: The experimental group that had participated in the LDCJM indicated significantly higher self-directed learning (U=23.50, p<.001), problem-solving ability (U=94.50 p=.011), and debriefing experience (U=87.00, p=.006) when compared to the control group. Conclusion: The results indicate that LDCJM is an effective learning strategy to improve self-directed learning, problem-solving ability, and debriefing experience. Further study is needed to identify the effects of various debriefing skills.

Purpose: This study evaluates the clinical judgment levels of nursing school students in simulation practice of diabetic ketoacidosis and score differences in clinical judgment levels based on academic record grades. Methods: The clinical judgment levels of 149 nursing students (3rd grade) who received a lecture on simulation practice for diabetic ketoacidosis simulation were evaluated during the period from March 3 to June 20, 2014. Data were collected and measured for the general characteristics, clinical judgment levels of nursing students in simulation of diabetic ketoacidosis, and difference in scores of clinical judgment levels according to grades. Results: Clinical judgment levels of these test participants was 2.82 points on average out of a full score of 4 points, and it was represented in the order of noticing (3.01), interpretation (2.86), response (2.79), and reflection (2.60) for each area. In addition, score differences in clinical judgment levels based on academic record grades were significantly higher in the upper ranks than in the lower ranks in all the areas. Conclusion: In simulation practice of this study, through observation by rubric education method, an objective recognition could be assessed and the importance of nursing knowledge was implied.

Purpose: The study was undertaken to evaluate the reliability and validity of hypoglycemia clinical judgment rubric which developed for investigation nursing student’s clinical judgement competency on hypoglycemia simulation practice. Methods: The study was a methodological study with 59 nursing students from Y University participating. Fifty video files were used to analyze nursing student’s clinical judgment competency. Rubric was consisted with 11 questions having 4 phases (beginning, developing, accomplished, and exemplary) and composed with 4 sub-categories (noticing, interpreting, responding and evaluation/reflecting). Results: The value of inter-rater reliability was r=.92 (p<.001) and Kendall tau b=.79 (p<.001). The value of intra-rater reliability was r=.92 (p<.001) and r=.99 (p<.001). Cronbach's α was .93 as internal consistency reliability. Construct validity by factor analysis, 3 factors were extracted and it explained 80.9% of the variance in clinical judgment competency. The value of competency of hypoglycemia clinical judgment was 2.47 (±.42). Conclusion: The hypoglycemia clinical judgment rubric can be used for assessing clinical judgment competency on simulation practice. Also, it can be applied for evaluation a clinical judgment as a nursing program outcome of nursing students.