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.

Purpose: This was a qualitative study using a phenomenological research method. It was conducted to investigate the essential meaning of nursing students’ experiences participating in simulation education with standardized patients. Methods: This study’s research participants included 16 senior employees in the nursing department of two universities. They had experiences participating in simulation education with standardized patients. This study was conducted from June 1 to December 31, 2021, and the data were analyzed using Colaizzi’s (1978) phenomenological method. Results: After analyzing the meaning of simulation experiences with the standardized patients, 101 meaning formations were deduced. From this, 13 theme, 4 theme clusters and 2 categories—effective lesson, tasks to solve. Conclusion: Simulation with standardized patients is a recent approach that has been actively applied in simulation-based learning in nursing colleges. This study conducted qualitative research on students’ experiences with standardized patients and analyzed essential meaning of the experiences. Therefore, it is recommended that simulation education content with standardized patients is developed. This can be achieved by optimizing the advantages of standardized patients with various clinical cases in other subjects besides psychiatry.

Purpose: This study aimed to clarify the effects of simulation-based practice using a standardized patient on nursing students’ problem-solving capacity, self-efficacy for therapeutic communications, and confidence in clinical performance. Methods: We adopted a one-group pretest–posttest experimental design. We examined changes in the students’ problem-solving capacity, self-efficacy for therapeutic communications, and confidence in clinical performance before and after simulation-based practice and after clinical practicum. Results: The scores for problem-solving capacity increased from 159.28 before simulation-based practice to 263.02 after it and 161.99 after clinical practicum, but there was no statistical significance(p=.775, p=.339). The scores for self-efficacy for therapeutic communications rose with statistical significance from 120.78 before simulation-based practice to 126.30 after it (p= .017), but fell to 120.52 after clinical practicum. The scores for confidence in clinical performance increased with statistical significance from 54.98 before simulation-based practice to 59.42 after it (p=.008) and 58.50 after clinical practicum (p<.001). Conclusion: We confirmed that simulation-based practice with a standardized patient offers students hands-on experience of a clinical situation and, thereby, enhances their problem-solving capacity, self-efficacy for therapeutic communications, and confidence in clinical performance.