Purpose: This study aimed to examine the effects of a disaster nursing education program using the Korean Triage and Acuity Scale (KTAS) on nursing students’ competency in emergency patient triage, core competencies, confidence in disaster nursing, and self-efficacy in disaster response. Methods: This study utilized a nonequivalent control group design. The experimental group (n=25) participated in a disaster nursing education program that incorporated the KTAS, whereas the control group (n=27) did not receive any intervention. Data were analyzed using descriptive statistics and t-tests. Results: The two groups differed significantly in both competency in emergency patient triage (t=3.47, p=.001) and confidence in disaster nursing (t=2.51, p=.015). Conclusions: This study indicates that a disaster nursing education program using the KTAS, a tool currently employed in clinical practice, rather than theory-based instruction alone, contributed to enhancing nursing students’ practical competencies. Such training can improve the emergency patient triage and confidence in disaster nursing required in emergency situations, ultimately enabling future nurses to better protect the lives and health of individuals affected by disasters.

Purpose: This study aimed to evaluate the effects of simulation education in patient safety nursing on nursing students’ attitudes toward patient safety, confidence in patient safety, academic self-efficacy, and academic engagement. Methods: The study was conducted from April to May 2022 with 69 nursing students enrolled in a fundamental nursing practice course. Two simulation scenarios were developed to enhance the patient safety competencies. Each scenario was implemented in two sessions, each lasting 90 minutes. Data were collected using self-report questionnaires, which measured attitudes toward patient safety, confidence in patient safety, academic self-efficacy, and academic engagement before and after the simulation education. Data were analyzed by employing descriptive statistics and paired t-tests using SPSS Statistics Version 26.0. Results: After participating in the simulation program, students showed statistically significant improvements in their attitudes toward patient safety (t=9.11, p<.001), confidence in patient safety (t=15.66, p<.001), academic self-efficacy (t=6.03, p<.001), and academic engagement (t=9.28, p<.001). Conclusion: The findings suggest that simulation education in patient safety nursing is an effective nursing education strategy. The study highlights the need to develop and expand diverse simulation-based learning programs in nursing education.

Purpose: This study aimed to develop and implement a multi-patient simulation (MPS) program for nursing students with no prior clinical practice experience. It also examined the effects of the program on the students’ communication competence and clinical reasoning ability. Methods: A one-group pretest-posttest design was used. The MPS program, consisting of four patient scenarios was applied to second-year nursing students with no prior clinical practice experience. Communication competence, clinical reasoning ability, and the perceived effectiveness of the multi-patient simulation program were measured using structured tools before and after the program. Results: Communication competence significantly improved after the MPS program, whereas clinical reasoning did not show a statistically significant difference. Perceived effectiveness of the MPS program was generally high, with the debriefing component scoring the highest. Confidence scores were relatively low, suggesting the need for level-appropriate scenario. Conclusion: The MPS program was effectively enhanced communication competence among preclinical nursing students. Although clinical reasoning scores did not improve significantly, the study highlights the importance of introducing realistic simulation experiences early in nursing education. Future research should focus on developing suitable clinical reasoning assessment tools for early year students and conducting randomized controlled trials to validate the effectiveness of customized MPS programs.

Purpose: This study was conducted to confirm the effects of patient safety simulation education on nursing students’s attitude of patient safety, confidence in performance of patient safety, confidence in performance multidrug-resistant bacterial infection control, and nursing professionalism. Methods: In this study, 89 students from the 4th grade of the nursing department at one university participated, and the data collection period was from August 20 to August 30, 2023. The collected data were analyzed using R 4.3.2 version and by descriptive statistics, independent t-test, Pearson’s correlation coefficients. Results: After education, the subjects' nursing professionalism(t=-5.95, p<.001), attitude of patient safety(t=-3.59, p<.001), confidence in performance of patient safety(t=-3.90, p<.001), and confidence in performance multidrugresistant bacterial infection control(t=-5.55, p<.001) increased statistically significantly. After education, there was a positive correlation between nursing professionalism, attitude of patient safety(r=.43, p<.001), confidence in performance of patient safety(r=.64, p<.001), confidence in performance multidrug-resistant bacterial infection control(r=.41, p=<.001). The relationship between attitude of patient safety, confidence in performance of patient safety(r=.47, p<.001), confidence in performance multidrug-resistant bacterial infection control(r=.37, p=<.001) showed a positive correlation. Confidence in performance of patient safety, confidence in performance multidrug-resistant bacterial infection control(r=.80, p<.001) showed a positive correlation. Conclusion: Through this study, in order to strengthen effective patient safety management behavior, it is necessary to find ways to increase immersion and proactiveness in education by developing and applying various scenarios related to patient safety in nursing management simulation education.

Purpose: This study aimed to identify the need for simulation education to strengthen patient safety competencies in nursing practice field experience and explore and analyze improvements in simulation education. Methods: Data were collected through focus group interviews with 31 participants from four groups of fourth-year nursing students and one group of new nurses from August 7, 2023 to February 11, 2024. Interview data were systematically reviewed by qualitative content analysis. Results: Five major themes were identified; (1) awareness of patient safety competencies among nursing students and new nurses, (2) awareness of patient safety education among nursing students and new nurses, (3) simulation education topics for strengthening patient safety competencies, (4) interfering factors of simulation education for strengthening patient safety competencies, and (5) facilitating factors of simulation education to strengthen patient safety competencies. Accordingly, 15 categories were derived, and the current status of simulation education for patient safety, educational needs, and improvements were reported. Conclusion: This study attempted to reflect on the needs of learners before developing a simulation education program and derive educational content to strengthen patient safety competencies.

Purpose: This single-group pre-post experimental study aimed to develop and apply a simulation-based infection control education program for neonatal intensive care unit (NICU) nurses to verify its effectiveness and provide baseline educational materials to strengthen NICU nurses’ infection control competencies. Methods: The educational program was developed according to the five phases of analysis, design, development, implementation, and evaluation models, with scenarios based on the educational needs of NICU nurses. To verify the program’s effectiveness, a study was conducted on 28 NICU nurses of general and tertiary hospitals. NICU nurses’ infection control knowledge, performance confidence, critical thinking disposition, and satisfaction with the education were surveyed after applying the education program. Results: The simulation-based NICU infection control educational program was effective for NICU nurses’ infection control knowledge (t=−7.35, p < .001), performance confidence (t=−6.30, p < .001), and critical thinking disposition (t=−5.12, p < .001). Conclusions: The infection control educational program can contribute to infection prevention and patient safety by improving the NICU nurses' infection control competencies and be used as a baseline educational material for infection control education.

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.