본 연구는 팀 기반 시뮬레이션실습에서 교수평가, 동료평가와 자기평가의 점수를 확인하 며, 평가주체별로 점수를 어떻게 주는 경향이 있는지 알아보고 그 관계를 파악하는 것을 목적으로 한다. 이를 위해 ‘성인간호학실습(4)’를 수강한 간호대학생 중 연구 참여에 동의한 135명을 대상으로 학생들이 제출한 동료평가지와 자기평가지의 점수와 교수자 점수를 통계 적으로 분석하였다. 연구결과, 평가주체별 점수는 자기평가, 동료평가, 교수평가 순이었고, 자기평가에서 음의 왜도가 크고 첨도가 높아 스스로에게 높은 점수를 주는 경향이 있음과 집중된 평가 경향을 보이는 것으로 나타났다. 반면에 교수평가는 상대적으로 고르게 분포 된 평가를 하는 것으로 나타났다. 평가주체별 점수간 관계는 동료평가와 교수평가간에 정 적 상관관계가 있었다. 결론적으로, 팀 활동에서의 다면평가는 단일 평가자가 평가할 때 발 생하는 평가자 오류에서 상대적으로 자유롭지만, 단순히 평가자의 수를 늘리는 것만으로는 평가 결과의 신뢰성을 보장할 수 없기 때문에 맹목적으로 신뢰해서는 안 된다. 본 연구는 팀 기반 시뮬레이션실습에서 다면평가를 위한 구체적인 기준을 마련하고, 평가의 신뢰도와 타당도를 제고하기 위한 자료로 활용될 수 있을 것이다.

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.

Purpose: Debriefing is very important in simulation-based education. The purpose of this study was to identify the effects of structured team debriefing on clinical performance, self-confidence in nursing activities, and the satisfaction of nursing students, using mind mapping. Method: A non-equivalent control group post-test design was conducted. The participants in the study were 83 nursing students. The experimental group consisted of 42 seniors in 2018, and the control group consisted of 41 seniors in 2019. Data were collected through a self-administered questionnaire and an observed performance checklist. The collected data were analyzed using chi-square and independent t-tests with the statistical software package IBM SPSS/WIN 25.0. Results: There were significant differences in clinical performance (t=7.64, p<.001), self-confidence in nursing activities (t=4.93, p<.001), and learner’ satisfaction (t=2.94, p=.004) between the experimental and the control groups. Conclusion: These results indicate that simulation-based nursing education applying structured team debriefing using mind mapping was effective in improving nursing students' clinical performance, self-confidence in nursing activities, and satisfaction. Thus, there is a need to develop and apply a range of clinical scenarios and debriefing strategies in simulation-based nursing education. Technical and non-technical skills of nursing students also need to be evaluated in simulation-based nursing education using various debriefing methods.

Purpose: The purpose of this study was to identify the difference in problem solving ability and learning flow by team based simulation learning depending on the level of metacognition of nursing students. Methods: This study was one group pre-posttest design. The subjects were 81 students enrolling in the simulation-based practice. Simulation learning included team based pre-discussion, taking a simulation and being debriefed during 4 weeks. Data were collected from May to June, 2015 using a structured questionnaire on metacognition, problem solving ability, and learning flow. Data were analyzed using SPSS win 20.0 program. Result: There were significant positive correlations between metacognition, problem solving ability, and learning flow. The student who had higher metacognition score than other group had scored problem solving ability and learning flow in pre and post program. Conclusion: These results suggest that metacognition has a positive effect on nursing students' learning outcomes. Therefore, it should be considered the metacognition in composing the team based simulation learning in nursing.

Purpose: The purpose of this study was to explore learner's debriefing experience in team-based nursing simulation. Methods: Participants were 8 students in undergraduate nursing program at a university in Korea. All students were place in setting of team-based nursing simulation. Data were collected October 2015 to December 2015, through in-depth interviews and analyzed using Colizzi phenomenological method. Result: Three essential themes were extract as follows 1) learner’s reflection on their teambased practicum in simulation education 2) negative feeling of being engaged in debriefing through recorded video-sharing 3) request to run debriefing for development of simulation education. Conclusion: As the results of showed, debriefing of nursing simulation was important to improve nursing competency. However, the debriefing of simulation education need to consider negative feelings. These results through students’ data debrifing would help develop nursing simulation, specially debriefing in the simulation education process.