We aimed to develop and analyze the effectiveness of a “Room of Errors” simulation program for educating nursing students in patient safety management. Methods: This study used a quasi-experimental method (two group, before and after evaluation) and enrolled 35 nursing students as the participants. Data were collected using a self-reported questionnaire and analyzed through descriptive statistics and the independent t-test and Mann-Whitney U test using SPSS/WIN Statistics version 25.0. Results: After completing the “Room of Errors” simulation program, the participants’ score of intention and confidence in performance for patient safety management in the experimental group were significantly higher than those in the control group. Conclusion: A “Room of Errors” simulation education program for nursing students effectively increased the intention and confidence in performance of nursing students in patient safety management.

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.

The purpose of this study was to develop a nursing education program using Web-based simulation for the care of patients with intracranial pressure. An additional aim was to verify the effectiveness of nursing knowledge, problem-solving competency, a critical thinking disposition, and the expectation of learning transfer. Methods: This was an experimental study using repeated measures with a nonequivalent control group. The participants were senior nursing students, randomly assigned to experimental (n=30) and control (n=30) groups. The experimental group participated in a nursing education program that included Web-based lectures, pre-briefing, Web-based simulation, and debriefing, whereas the control group’s program included only Web-based lectures. Results: A significant difference was found between the experimental and control groups in problem-solving competency (F=5.84, p=.005), critical thinking disposition (F=4.25, p=.021), and the expectation of learning transfer (t=2.30, p<.025). Also, a significant interaction between time and group was found in problem-solving competency and critical thinking disposition. Conclusion: The results of this study showed that the education program using Web-based simulation positively affected nursing students’ problem-solving competency, critical thinking disposition, and the expectation of learning transfer. Therefore, this program can be considered a valuable aid in educating nursing students.

Nursing ethics, which is an ethical norm of nursing practice, is basic to the professionalism of nurses, and ethical education is important in building the professional virtues. The study aimed to identify the needs of nursing ethics education targeting a group of nursing professionals in South Korea. This study adopted descriptive survey design via online survey. The questionnaire items consisted of the experience of ethical issues and the needs related to the subject of ethics education in nursing. 53 questionnaires were finally analyzed by descriptive statistics and correlation coefficients. The results showed that 40 of the study participants had more than 5 years of total clinical experience(69.8%). 48 of them previously participated in nursing ethics education(90.6%). The most frequently experienced ethical issues were ‘conflicts between colleagues’, ‘protecting of patient rights’ and ‘informed consent’. In relation to nursing ethics education, ‘ethical decision making and moral distress’, ‘shared decision making’ and ‘end-of-life care’ showed high needs for education. Overall, the higher the level of experience on ethical issues, the more educational needs for nursing ethics education(r=.360, p<.01). In addition, satisfaction with previous nursing ethics education was statistically significant positive correlation with the needs for the overall nursing ethics education topic(p.<01). In conclusion, the high level of experience on ethical issues shows the demands for continuity of ethical education and systematic improvement to improve the working environment of clinical nurses, and to meet the needs of nursing ethics education, a venue for discussion and education using case-based method should be provided.

Purpose: This study aimed to develop a faculty development program for nursing simulation on perceived knowledge, confidence, and competence, and then evaluate its effects. Method: A one-group pretest–posttest design was used. The eight-hour program covered simulation education theory, scenario design and development, simulation design and operation using patient simulators and standardized patients, debriefing, curriculum integration, simulation evaluation, and faculty development. Thirty-eight participants completed a self-administered questionnaire. Data were collected in August 2021. The study used paired t-tests to analyze differences in perceived knowledge, confidence, and competence before and after the application of the program. Results: The participants were generally satisfied with this program. The results indicated that knowledge, confidence, and competence for nursing simulation significantly improved. Conclusion: The faculty development program positively affected simulation instructors’ knowledge, skill, and attitude. Therefore, this validated and standardized training program can be used for training simulation faculty members at universities and institutions. It can not only reduce the cost and effort required for faculty development at each university but also ultimately contribute to the spread of nursing simulation.

Purpose: This quasi-experimental study used a non-equivalent control group pretest-posttest design to understand the effects of intradermal injection practice education. Practical augmented reality (AR) based educational interventions were conducted on clinical competence, self-efficacy, and educational satisfaction in nursing students. Method: Participants were nursing students at “S” university. There were 37 students in the experimental group and 36 students in the control group, for a total of 73 students. The measurement scales were clinical competence, self-efficacy, and educational satisfaction questionnaires. The intervention in the experimental group was conducted using AR with smart glasses; the intervention in the control group was conducted using a tablet PC. The collected data were analyzed by t-test, χ2-test, and ANCOVA using the SPSS 25 program. Results: Clinical competence was significantly higher in the experimental group (90.99±0.23) than in the control group (70.43±0.23; F=3745.89, p<.001). Self-efficacy was significantly higher in the experimental group (55.56±1.32) than in the control group (42.50±1.32; F=46.15, p<.001). Educational satisfaction was statistically significantly higher in the experimental group (40.81±6.58) than in the control group (32.56±7.74; t=4.52, p<.001). Conclusion: The results of this study can be utilized to develop effective nursing competency teaching strategies and as basic data for improving learning and nursing education.

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: This study aims to improve nursing students’ competency through evidence-based nursing simulation education. Simulations included blood transfusion care for cancer patients, pneumothorax post-op care, and blood pressure control for hypertension care. Moreover, the study investigated the effects of simulations on anxiety, self-confidence, and student satisfaction with the learning experience. Method: Participants completed a survey on student satisfaction, self-confidence, and anxiety. A prospective, one-group, pre- and post-test design of 135 fourth-grade nursing students was used. A simulation scenario was developed according to the design. It consisted of pre-briefing, practice, serial tests, and debriefing. A simulation of three scenarios comprised blood transfusion care for cancer patients, pneumothorax post-op care, and blood pressure control for hypertension care. Twenty hours of evidence-based nursing simulation practicum consisting of three scenarios dealing with major adult diseases was conducted. Result: Students showed significant improvements over time in self-confidence (t=4.67, p<.001), student satisfaction (t=3.94, p<.001), and anxiety (t=-4.63, p<.001) after the evidence-based nursing simulation. Conclusion: Simulation of evidence-based education may be a useful and effective learning strategy. Nursing educators can design evidence-based simulation programs to improve educational effectiveness.

Purpose: This study reviews trends in the development of nursing simulation evaluation instruments and their characteristics in South Korea. Methods: Published and unpublished studies were analyzed using Korean electronic databases, such as the Research Information Sharing Service, the National Library of Korea, and the Korea Institute of Science and Technology Information. The keywords for the search included “nursing,” “simulation,” “instrument development,” “evaluation,” “validity,” and “reliability.” Results: A total of 16 studies and 17 evaluation instruments from between 2012 and 2022 were included and categorized. The participants included junior or senior undergraduate nursing students. The evaluation was conducted through observation and self-report and classified into cognitive, psychomotor, and affective domains. Only one instrument used for observation was measured for intra-rater reliability. Overall, 35.3% of the instruments integrally evaluated the cognitive, psychomotor, and affective domains, and 23.5% only reported one type of validity. Conclusion: The results indicate that the instruments insufficiently reflect the various learning outcomes of simulation education. Therefore, future research should be conducted to develop simulation evaluation instruments to evaluate integral learning areas according to the learning goals and examine their validity.

Purpose: Room of Errors is a little-known method in Korea, effective for patient safety education. This study aimed to examine nursing students’ recognition of pre-staged medical errors while working as individuals or in a team. Methods: Thirty-four errors for a pre-op care scenario and thirty errors for a post-op care scenario were pre-set in two simulated patient rooms. Fifty-six nursing students randomly participated as individuals or as a team in one of two “Room of Errors” to find as many errors as possible within a certain time. The evaluation of error detection and debriefing occurred immediately following the simulation. Results: “Wrong patient name on wrist band” (77-100%) and “bedside rails down” (91-100%) were the most frequently identified errors by both individuals and teams. Few students found “injection of a drug to which the patient is allergic” (0-9%) and “administration of a contraindicated drug to the patient” (0-7.7%). The performance of students working in a team was much better than those working alone. Conclusion: This study found that “Room of Errors” provided very experiential and practical learning to nursing students in identifying simulated patient threats. The method is also useful for interprofessional patient safety education to develop teamwork and communication.

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.

본 연구는 심폐소생술 교육경험이 있는 간호대학생의 심폐소생술의 지식과 수행능력을 파악하 고 이들 간의 관계를 탐색하기 위한 서술적 상관관계 연구로 수행되었다. 연구 참여자는 2018년 10월 18 일부터 10월 30일까지 G광역시에 소재한 2개 대학교 간호학과 4학년에 재학 중인 간호대학생 204명을 대 상으로 하였다. 수집된 자료는 IBM SPSS Win 21.0 version Program을 이용하였다. 심폐소생술 지식과 심 폐소생술 수행능력은 양의 상관관계(r=.22, p=.01)로, 심폐소생술 지식이 높을수록 심폐소생술 수행능력이 높아지는 것으로 나타났다. 본 연구는 G광역시 2개 대학의 간호학과 학생들을 편의 추출하였으므로 본 연구 결과를 일반화하는데 제한이 있을 수 있어 추후 대상자의 지역적 확대를 통한 반복 연구가 필요하며, 심폐소생술 수행능력의 측정이 수행능력 전체를 관찰하여 측정하는 직접 측정이 아니라 자가보고식 간접 측정으로 이루어져 대 상자의 주관이 반영되며, 교육의 효과가 객관적으로 측정되지 않았을 우려가 있다. 그러므로 심폐소생술 수행능력의 직접 측정 도구를 사용한 추후 연구가 필요하다.

Purpose: This study aimed to construct and test a hypothetical model to explain predictive factors affecting nursing students' satisfaction and self-confidence in simulation-based education based on the National League for Nursing Jeffries Simulation Theory. Methods: A cross-sectional study was conducted on 305 fourth-year nursing students with experience in simulation-based education enrolled at universities in Gangwon-do, Gyeongsangbuk-do, and Gyeonggi-do. Data were analyzed using SPSS 25.0 and AMOS 25.0. Results: The hypothetical model showed good fit with the empirical data: χ2/df 2.17, RMSEA=.01, RMR=.01, GFI=.95, AGFI=.91, NFI=.94, TLI=.95, CFI=.97, and PNFI=.68. Simulation design characteristics, teaching efficiency, and flow were found to affect satisfaction and self-confidence directly. A bootstrap test indicated that teaching efficiency and flow mediated the relationship between simulation design characteristics and satisfaction and self-confidence. Conclusion: Simulation educators should apply best practice that enhance teaching efficiency and flow through well-organized simulation designs, nursing students can attain satisfaction and self-confidence through simulation-based education.

Purpose: This study verified the effects of simulation-based communication education on the problem-solving process, communication self-efficacy, and communication ability of nursing college students. Methods: As an experimental study of single-group pre- and post-design, data were collected from April 12 to June 18, 2021, using a self-report questionnaire from 55 Year 4 nursing college students in city D. The collected data were analyzed in terms of frequency, paired t-test, and Pearson's correlation coefficients using the SPSS/WIN 23.0 program. Results: Our findings indicated that there were significant differences between the problem-solving process (t=-20.54, p<.001), communication self-efficacy (t=-15.31, p<.001), and communication ability (t=-3.62, p=.001) in communication before and after simulation-based communication education. Following simulation-based communication education, the communication ability of nursing students was evaluated through the problem-solving process (r=.46, p<.01), self-efficacy in communication (r=.37, p<.01), and problem-solving process by a doctor. Furthermore, it was found that there was a significant positive correlation with communication self-efficacy (r=.16, p<.01). Conclusion: It can be expected that the simulation -based communication education will improve nursing students’ problem-solving process, communication self-efficacy, and communication ability and thus contribute to high-quality nursing in related clinical situations. In addition, for a more effective communication education, research that could develop various scenarios in the clinical field and verify the effectiveness is required.

Purpose: This study explored the reflective experiences of nursing students through online clinical nursing practicum education. Its specific aims were to identify the reflection experiences that these students subjectively perceive as alternative learning for their clinical practicum because of COVID-19 situations and to identify the strengths and weaknesses of these reflective experiences. Methods: In-depth interviews were conducted face-to-face or by phone with 18 fourth-year nursing students from June to October 2021. Data were analyzed using a thematic analysis. Results: The following five themes were identified: (1) looking back and rethinking, (2) applying memories to prepare for the future practicum, (3) requiring efforts to seek and consider real knowledge, (4) using benefits from emotional relaxation and repetition, and (5) limitations of habitual writing without deep thinking. Conclusion: The results of this study suggest the need for the development of an online practical education that vividly reflects the diverse and practical clinical world, which enables the acquisition of new knowledge and changes while actively receiving support, if possible, in the difficult reflection process experienced by nursing students through a mutual communication method involving faculty and students.

본 연구는 가상 시뮬레이션기반 노인간호 실습교육 실시 후 간호대학생의 몰입경험과 학습역량 이 학습만족도에 미치는 영향을 파악하기 위한 조사연구이다. 연구 대상자는 간호대학 학생 72명을 대상으 로 하였고, 자료수집은 2021년 4월 2일부터 5월 7일까지 온라인 설문을 통해 수행하였다. 자료분석은 SPSS/WIN 24.0을 이용하여 기술통계, 상관관계 및 다중회귀분석을 사용하였다. 연구결과, 가상 시뮬레이 션 교육 후 간호대학생의 학습만족도는 몰입경험(r=.656, p<.001), 학습역량(r=.672, p<.001)과 유의한 정 적 상관관계를 보였다. 학습만족도에 가장 영향력이 있는 요인은 학습역량(β=.459, p<.001), 몰입경험(β =.413, p<.001)으로 나타났으며 모형의 설명력은 60.9%이었다. 그러므로 가상 시뮬레이션 교육 후 학습만 족도를 향상시키기 위해서 실습에 대한 몰입을 촉진하고 개개인의 학습역량을 향상시킬 수 있는 방안들을 개발할 것을 제언한다.

본 연구는 DML(Debriefing for Meaning Learning[이하 DML])를 적용한 응급 시뮬레이션 실 습이 간호대학생의 비판적 사고능력, 문제해결 능력, 의사소통 능력에 미치는 효과를 확인하고자 시도되었 다. 연구는 비동등성 대조군 전후 실험설계의 유사실험연구로, D 시에 소재한 간호대학생 중 중재군 38명, 대조군 35명, 총 73명을 대상으로 하였다. 연구결과, 비판적 사고능력(t=-3.144, p=.002), 문제해결 능력 (t=-3.248, p=.002), 의사소통 능력(t=-4.051, p<.001)은 실험군이 대조군에 비해 유의하게 향상된 것으로 나타났다. 본 연구를 통해 DML은 간호대학생의 비판적사고, 문제해결능력, 의사소통능력을 향상시키는 방 법임을 확인하였다.

Purpose: Personal protective equipment (PPE) is critical for protecting healthcare workers from COVID-19 outbreaks. Therefore, this study examined the effects of a nursing simulation education program on PPE use for COVID-19 among nursing students. Methods: We employed a non-equivalent control group post-test design. The experimental group (n=38) engaged in a nursing simulation education program on PPE use. The control group (n=36) received PPE and the opportunity to participate in the same program after the intervention. Further, data were analyzed using descriptive statistics and independent t-test. Results: The experimental group showed significant differences in attitude toward PPE (t=3.21, p=.002) and efficacy of PPE use (t=9.92, p<.001), but not in the intention to care for patients with COVID-19 (t=0.95, p=.343). Conclusion: Nursing simulation education for PPE significantly improved attitude and increased self-efficacy toward PPE among nursing students. However, the intention to care for COVID-19 patients was not changed. Thus, it is necessary to find a way to improve the nursing intention toward COVID-19 patients.

본 연구는 간호대학생의 임상실습 동안 적용한 SBAR 보고교육이 의사소통명확성, 의사소통 만족도, 보고자신감, 의사소통능력에 미치는 영향요인을 파악하고자 실시되었다. 자료수집기간은 2019년 12월 1일부터 12월 20일까지이며 2개 대학교에서 임상실습을 6주 이상 완료한 3학년을 편의 추출하였다. 대상자 수는 SBAR 보고교육을 받은 103명과 교육을 받지 않은 113명이다. 자료분석은 SPSS 21.0 프로그램을 이용하여 t-tests, one-way ANOVA, Pearson’s correlation coefficient 등으로 분석하였다. 의사소통명 확성과 의사소통능력은 양의 상관관계(r=.52, p<.001)가 있었고, 보고자신감은 의사소통만족도와 양의 상관관계(r=.53, p<.001)가 있으며, 의사소통능력은 보고자신감과 양의 상관관계(r=.46, p<.001)가 있었다. 의사소통능력은 의사소통명확성(β=.29, p<.001), 의사소통만족도(β=.43, p<.001), 보고자신감(β=.15, p=.009)이 유의한 영향요인이었으며, 설명력은 49.0%로 나타났다. 결론적으로 간호대학생에게 임상실습 중 실무능력을 파악하여 보고체계를 강화하기 위한 교육적 제도와 교수방법의 프로그램 개발이 필요하다.

본 연구는 COVID-19로 인한 온라인 학습환경에서 간호대학생의 성장마인드셋과 그릿 및 자기주도학습능력의 상관관계를 알아보고, 자기주도학습능력에 영향을 미치는 요인을 파악하기 위하여 실시되었다. 연구대상자는 C도 소재 J대학교 간호학과에 재학 중인 194명을 대상으로 하였으며 구조화된 온라인 설문방식을 통해 자료를 수집하였다. 자료 분석은 SPSS 18.0 프로그램을 이용하여 일반적 특성은 빈도와 백분율로, 성장마인드셋, 그릿 및 자기주도학습능력 간의 상관관계는 Pearson’s correlation coefficients 로, 자기주도학습능력에 영향을 미치는 요인은 다중회귀 분석을 사용하여 분석하였다. 연구결과 간호대학생들의 성장마인드셋과 그릿은 자기주도학습능력과 양의 상관관계가 있었고(r=.266, p<.001; r=.503, p<.001), 간호대학생의 자기주도학습능력에 영향을 미치는 변수는 그릿, 전공만족도, 생활수준, 대인관계, 성장마인드셋 순이었으며, 이들은 자기주도학습능력을 38.1% 설명하는 것으로 나타났다(Adj. R2=.381, p<.001). 따라서 간호대학생들의 자기주도학습능력을 높이기 위한 방안으로 성장마인드셋과 그릿을 키워야 할 것이며, 이를 위한 다양한 프로그램의 개발 및 시행이 있어야 할 것이다.