Purpose: This study was to identify the effect of siimulation-based educational for delivery nursing program on knowledge, problem solving process and confidence in nursing students. Methods: This study was one group pre-post test design, participants are 51 nursing student. This simulation-based education for delivery nursing program was applied to the subjects from 31th, August to 25th, September, 2015. The program consist of a scenario in which each of the situations presented from first stage of labor to the fourth stage of labor. Data were analyzed using SPSS WIN 19.0 program. Result: There was a significant difference on delivery nursing knowledge, problem solving process and confidence. Conclusion: Therefore, the educational program of labor simulation was effective on improving knowledge, problem solving process and self-confidence among nursing students.

This study investigates the current states and strategies to promote simulation based nursing education. The subjects of study were 118 domestic four-year college samples, the survey was used a self-report questionnaire from October 2015 to February, 2016. The result of this study was that Simulation training course was composed of 'credits' (82.5%), practice personnel for simulation training course was mean 11.6 persons per practice group, and simulation training course consisted of almost six placement, and there were mean 3.08 simulation models. And Charge instructors for simulation practice were a assistant professor(28.9%), professor(26.3%), and dedicated personnel was mean 1.7 persons. Instructors were received education an average of 4.40 times, they learned the most common from institutions and medical device company(30.4%), The result was revealed that "Critical thinking skills" (23.7%) of the goal of simulation nursing education was the most common, and the contents of evaluation contents was problem-solving skills (20.9%). Most majors to conjugate simulation nursing education were an average of 2.54 credits/3.14 hours as an adult nursing, 1.55 credits/1.60 hrs as an pediatric nursing, 1.50 credits/3.00 hrs as fundamentals of nursing, and 1.25 credits/2.63 hrs as an maternal nursing, respectively. Most scenarios that were dyspnea care (67.5%) %), cardiovascular care (50.0%), maternal child-related care (47.5%), and hypoglycemia nursing care(37.5%), and others(67.5%). In conclusion, it is necessary to establish the standard for simulation nursing education and it is expected to reflect in the policies of educational accreditation.

Purpose: The purpose of this study was to find and describe the social adjustment process of nursing students in the clinical practice. Methods: The participants were 19 nursing students who hadmore than 24 weeks clinical practice and agreed with the participation in this research. Data were collected from focused group interviews. The participants were divided into three groups. Data and transcribed notes were analyzed using the grounded theory methodology and it was developed by Strauss & Corbin (1998). Results: Core concept was extracted as “Adapting to the strange environment". And 6 interaction strategies of the social adjustment process of nursing students in the clinical practice were derived. 6 interaction strategies were as follows: 'Inquiring', 'Changing', 'Enduring', 'Accepting', 'Acquiring', and 'Attracting'. Conclusion: The results of this study will be used to develop the programs to support the adjustment of nursing students to the clinical practice. Especially this support program must embody the core concept that is "Adapting to the strange environment". That has been developed by nursing students who adjusted themselves to the strange environment by their own methods.

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.

Purpose: This study was to identify relationship between instructor and learner's evaluation in the simulation-based maternity nursing. Methods: The simulation-based nursing education program was taken by 112 fourth year nursing students. 30 item clinical practice competency evaluation tool has been developed for instructor. And 30 item clinical practice competency scale(self reported form) was used for students. Result: The critical items of the simulation-based maternity nursing were suggested in this study. Mean score for clinical practice competency are as follows: student's evaluation 4.0(on a 5-point scale), instructor's evaluation 76.7(on a total 90-point). There was a positive correlation between instructor and learner's evaluation score. Conclusion: These findings will be useful guideline in development direction of qualitative simulation-based nursing education program.

Purpose: This study was tried to identify the effects of problem-based learning integrated with simulation education on the critical thinking disposition, problem-solving process and self-confidence of nursing process in nursing students. Methods: This study was one group pre-post test design, participants are 47 senior nursing students. We developed the simulation practice by applying problem based learning taking 2 hours per session, once per week for 15 weeks. Data were analyzed by descriptive statistics, paired t-test, Pearson’s correlation coefficients using the SPSS WIN 18.0 program. Result: There was a significant difference simulation practice by applying problem based learning on the critical thinking disposition, problem-solving process and self-confidence of nursing process of nursing students. There was a correlation between each other variables. Conclusion: Therefore, suggest that the repeated studies to verify the effects of simulation practice by applying problem based learning.

본 연구는 요양보호사의 직업적 정체성과 서비스 질 간의 인과관계와 두 변인 사이에서 직무만족의 매개효과를 살펴봄으로써 직업적 정체성, 직무만족의 강화를 통해 서비스 질을 높일 수 있는 방안을 강구 하는데 그 목적이 있다. 이를 위해 경북지역 230명의 요양보호사를 대상으로 설문조사를 하였으며 조사결 과를 바탕으로 직업적 정체성과 직무만족과 서비스 질과의 관계를 살펴본 결과 직업적 정체성과 직무만 족은 정(+)적 상관관계를 나타났으며, 서비스 질과도 정(+)적 상관관계가 있는 것으로 나타났다. 또한, 요양보호사의 직업적 정체성이 직무만족과 서비스 질에 직접적인 영향을 주었으며 직무만족은 직업적 정체 성과 서비스 질에 매개효과가 있음이 통계적으로 확인되었다. 이를 바탕으로 요양보호사의 직업적 정체 성과 직무만족 강화를 통해 서비스 질을 높일 수 있는 개선방안으로 조직문화의 개선으로 조직의 개방성 과 유연성, 신뢰성의 문화가 보다 확산되어야 하며 직원 행복 프로그램 실시 및 전문성 향상과 역량강화 를 위한 직무교육 강화를 제언하였다.

Purpose: The purpose of this study were to compare the satisfaction in major and work value among the each grade of college nursing students. Methods: This study adopted the descriptive comparative design, Subjects were 225 students from two nursing schools in the Seoul city. The instruments used for this study were a self-report questionnaire. Data were analyzed by descriptive statistics, t-test, one way ANOVA, Duncan post-hoc test, and Pearson correlation coefficient using the SPSS WIN 18.0 program. Results: There were significant differences in major satisfaction and especially, senior students showed the lowest score. There were no significant differences in the work value among the grades. The major satisfaction was correlated significantly with the work value. It showed that higher major satisfaction, more positive work value. Conclusion: Based on the results, major satisfaction had significant correlations with the work value among the students. Which proves that the scores of major satisfaction has its effects on the students’ values of the profession. Therefore, new education system using various learning strategies such as simulation and team-based learning is must needed for each grade in order for students to gain satisfaction in their major, which will improve the nature of future nursing environment and their working values.

Purpose: This study sheds light on the learning experiences of simulation-based education in nursing, through a comparative analysis with clinical practice experiences. Methods: Participants were six nursing students who underwent simulation-based nursing education. In-depth focused individual interviews were conducted, and themes were extracted from the data through content analysis. Results: Two essential themes were extracted: 1) shift from being an observer to being active participants and 2) shift from unidimensional to multi-dimensional problem solving. Conclusion: These results indicate that simulation-based education was effective in enhancing learning attitude and problem-solving skills. These results can also guide nurse educators regarding the conditions under which simulation environments are more effective

Purpose: this study was to investigate the correlation between sleep, self-efficacy and intuition among nursing students. Methods: data were obtained from 144 nursing students with 3rd and 4th during Oct and Dec, 2008. Data were collected using by several measurement tools which were Oh's Korean Sleep scale A, Sherer's General Self-efficacy scale, and Smith Intuition instrument. Results: the results showed that there was difference between the grade and self-efficacy, difference between religion and sleep, between religion and self-efficacy, and between perceived health status and sleep. The correlation between sleep and self-efficacy was positive correlation. Conclusion: it has to develop the nursing intervention program to improve sleep and self-efficacy for nursing students. And then, nursing students will have the competence to reduce stress and anxiety about clinical practicum and overload of studying. For further research, it should to study the relationship between sleep, self-efficacy and intuition among nurses.

Purpose: The aim of this study was to identify instructor’s experience on debriefing of nursing simulation education Methods: The participants were nine instructors in simulation-based nursing education. Data were collected from May, 2015 to June, 2015, through in-depth interviews and were analyzed on the basis of Colaizzi’s phenomenological methodology. Results: Three essential themes were extracts that were as follows 1) Instructors’ reflection on their teaching of debriefing in education 2) Determining the effects of debriefing in the simulation-based nursing education 3) Devoting one’s efforts for successful debriefing Conclusion: Debriefing is built on instructors’ reflection of how the debriefing process can be applied in simulation-based nursing education; this process can provide a practical understanding of nursing students, educational contents, and educational environments. Successful debriefing for enhanced nursing competency requires instructors’ effects to identify and deal with educational problems by reflecting on their teaching experience.

Purpose: This study was to develop a clinical competence scale to assess competence of nursing students in neonatal core nursing management after delivery in the simulation-based clinical situations. Methods: The assessment items developed with 14 items of 3 point scale. An expert panel of 4 professor and 1 nurse reviewed the scale for content validity by using the CVI(Content Validity Index). Following the establishment of content validity, 14 items of the checklist were developed. The simulation-based neonatal core nursing education that consisted of four sessions for 6 hours lecture and practice was provided to 26 small groups. Result: The total mean score of clinical competence in neonatal core nursing care was 20.04. Items with the highest mean score was 1.87 with 'apply clean gloves'. Items with lowest mean score was 1.15 with 'perform the body temperature management to the neonatal'. Reliability of between two evaluation using Cronbach's alpha was .86. Conclusion: This results show neonatal core nursing care assessment tool developed this study had reliability and validity. Further studies are needed to determine property of tool in neonatal core nursing care assessment tool.

본 연구의 목적은 간호대학생이 임상실습에서 경험하게 되는 임상실습 스트레스와 자아탄력성, 임상수행능력 간의 관계를 탐구하는 것이다. 이를 통하여 임상수행능력 관련 요인을 파악하고, 나아가 임상수행능력이 뛰어난 간호사를 양성하는 데 필요한 교육프로그램의 개발을 도울 수 있는 기초자료를 제공코자 한다. 본 연구의 조사는 2014년 9월부터 2014년 12월까지 임상실습 경험을 한 간호대학생 3-4학년 213명을 대상으로 이루어졌으며 설문조사는 자아탄력성, 임상실습 스트레스, 임상수행능력에 관한 내용으로 이루어졌다. 본 연구의 연구결과, 임상수행능력과 자아탄력성은 정의 상관관계를 보였다. 임상수행능력에 영향을 미치는 요인으로는 임상실습 만족도, 간호전공 만족도, 자아탄력성 등으로 나타났으며, 그 중에서도 가장 중요한 영향요인은 자아탄력성인 것으로 나타났다. 이 같은 연구결과를 봤을 때 간호대학생의 임상수행능력 증진을 위해서는 자아탄력성의 증진이 매우 중요하다는 것을 알 수 있었다. 따라서 교육프로그램의 개발 역시 이런 사실을 반영하여야 하며, 특히 비(非)교과프로그램의 제공을 통해 전문 간호사로서의 역량을 함양해야 할 것이다.

장기기증은 장기부전환자를 위한 최선의 치료방법임에도 불구하고 국내의 기증비율은 무척 낮은 편이다. 장기기증에 대한 지식과 태도를 개선하여 장기기증 의향과 실천으로 연결시키는 효과적 교육과 대중의 인식이 요구된다. 이에 본 연구는 일(一) 간호대학생의 장기기증에 대한 지식 및 태도를 포함한 비판적 사고 성향을 알아보고, 학년 간 차이 및 상관성을 분석하여 장기기증에 대한 교육과 참여 활성화에 기여하고자 한다. 비판적 사고 성향 측정도구는 총 27문항, 장기기증에 대한 지식 측정도구는 총 17문항, 태도 측정도구는 긍정적 태도 29문항과 부정적 태도 16문항으로 이루어졌다. 총 대상자 352명(1학년 208명, 3학년 144명)의 평균나이는 20.74세(±2.86)였고, 전공간호학 교육과 임상실습경험이 있는 3학년(12.56±1.86, 68.5%)이 1학년(11.64±2.08, 73.9%)보다 장기기증에 대해 높은 수준의 지식(p<.001)과 긍정적인 태도(p=.002)를 가지고 있었다. 한편, 비판적 사고 성향이 증가할수록 장기기증에 대해 높은 지식수준(r=0.126, p=.018)과 긍정적인 태도(r=.113, p=.034)를 보였으나, 학년 간 교육정도에 따른 비판적 사고 성향에서는 유의미한 차이를 보이지는 않았다(p=.739). 그러나 장기기증에 대한 지식과 태도가 정적인 상관관계를 보이며(r=0.117, p=.030), 장기기증 의향에 따라 장기기증 태도의 차이가 유의하게 나타났다(p<.001). 따라서 장기기증에 대한 윤리적 태도에 초점을 둔 간호교육을 통해 장기기증 인식 변화를 꾀할 수 있을 것으로 기대된다. 생명의료 윤리의식은 비판적 사고를 통해 도덕적 차원의 검토를 실행하는 것이라고 할 때, 비판적 사고의 함양을 통해 장기기증에 대한 윤리적 태도와 지식을 고취할 수 있는 교육을 시행해야 할 것이다.

Purpose: The purpose of this study is to analyze the level of satisfaction and clinical competence on simulation-based practice in woman’s hospital and to figure out the factors that level of satisfaction affect to clinical competence. Method The subjects in the experimental group were 93 students who did simulation-based practice and subjects in the control group were 70 students who practiced in woman’s hospital. Data was analyzed using ex post factor experimentation during second semester in 2013. Results: There was statistically no significant difference between the two groups, but positive correlation between the main variables. The most significant affecting factors to clinical competence in experimental group were satisfaction of contents and duration(R2=.24). The most significant affecting factors to clinical competence in control group were satisfaction of evaluation and practice stressor (R2=.32). Conclusion Since there was no difference between the two groups, once the difficult part in clinical practice of maternity nursing is practiced repeatedly, student’s competence can be improved. Hence the continual study was required.

Purpose: This study was to develop a clinical competence scale to assess competence of nursing students in postpartum bleeding care in the simulation-based clinical situations. Methods: The assessment items developed with 12 items of 3 point scale. An expert panel of 3 maternity professor reviewed the scale for content validity by using the CVI(Content Validity Index). Following the establishment of content validity, 12 items of the checklist were developed. The simulation-based postpartum hemorrhage nursing education that consisted of four sessions for 6 hours lecture and practice was provided to 32 small groups. Result: The total mean score of clinical competence in postpartum hemorrhage care was 17.34. Items with the highest mean score was 1.88 with ‘introduce myself to the patient'. Items with lowest mean score was 0.19 with 'assess the general conditions'. Reliability of between two evaluation using Cronbach's alpha was .86. Conclusion: This results show postpartum hemorrhage access tool developed this study had reliability and validity. Further studies are needed to determine property of tool in postpartum hemorrhage access tool.

Purpose: The purpose of this study was to explore instructor's experience on nursing simulation education Methods: The participants in this study were 10 instructors at a university in Korea. They had teaching experience of simulation education in various parts of curriculum. Data were collected from October, 2014 to December, 2014, through in-depth interviews and were analyzed on the basis of Colaizzi’s phenomenological methodology. Results: Four essential themes were extracts that were as follows 1) Came across obstacles about use of the simulator 2) Need of instructors’ preparation for the simulation education is required 3) The simulation education conditions are in need of improvement 4) Need of efforts required to strengthen competency as professional nurses Conclusion: Even though at times the education was not carried out smoothly from simultor and education condition, the instructors felt the need for the simulation education in nursing and realized that instructors preparation and simulation education conditions were in need of improvement. Furthermore, the instructors thought the need of further efforts for the students to strengthen their nursing competency as professional nurses. Such understanding of the instructors’ experience, therefore, will be applied to the course of education, which will help maximize the effects of the simulation education and contribute to the necessary improvement required through the curriculum.

Purpose: The purpose of this study were to find out effects of situated learning to problem solving of nursing students. Method: Subjects were 210 nursing students and analyzed by frequency, mean and t-test. Results: Experimental group who experienced situated learning was significantly higher problem solving than control group who didn't experience that. Conclusion: This study found that situated learning in nursing students was effective educational method to develop problem solving. So it is needed to develop various educational methods to improve problem solving according to curriculum.

Purpose: This study examined the effects of simulation-mixed maternity nursing practicum on learning attitude, learning satisfaction and clinical practice performance in nursing students. Methods: One group, pre-post design, was utilized with 64 students. The simulation-mixed maternity nursing practicum consisted of intrapartum and postpartum care. Results: The learning attitude and learning satisfaction scores in maternity nursing care showed a significant change in the post-test (t=-5.92, p <.001, t=-7.35, p <.001) and enhanced clinical practice performance. Conclusion: The simulation-mixed maternity nursing practicum was useful in improving the learning attitude and learning satisfaction and clinical practice performance for maternity nursing practicum in nursing students. In conclusion, We recommend for simulation-mixed maternity nursing practicum to increase clinical practice performance of the students.