Purpose: The purpose of this study was to identify trends in disaster nursing education and conduct a systematic review of the characteristics of simulation-based disaster education programs for nursing students. Method: In May 2020, 12 electronic databases were used to conduct a literature search using Korean and English keywords. Simulation, disaster, nursing, and education were among the search keywords. Fourteen studies were selected. The risk of bias assessment tool for non-randomized studies was used to assess study quality. Results: A total of 14 non-randomized studies were selected. Simulation was mainly conducted using high-fidelity simulators and virtual reality simulations. Disaster scenarios included situations such as a bus crash, earthquake, tornado, and toxic chemical exposure in mass casualty incident nursing or disaster drills. There were differences in the methods of simulation interventions, and we found that disaster related nursing competencies such as disaster knowledge, disaster preparedness, disaster performance, confidence, self-efficacy, and ethical reasoning improved in nursing students after the intervention. Conclusion: Disaster nursing education aims to improve nursing students’ disaster competencies. Future research should examine significant risk of bias control for confounding variables, attrition bias, and outcome evaluation.

Purpose: The purpose of this study was to explore and analyze the education experiences of nursing graduate students in training simulation educators. Methods: Data were collected using a focus group method with a total of 13 nursing graduate students who ever participated in simulation education for nursing college students. Results: Four theme clusters and 15 sub-themes were emerged through qualitative content analysis. The core theme was “Flapping wings as a novice simulation educator”. The four theme clusters include ‘Confronting myself where expectations and worries coexist’, ‘Experience a new world untrained in the hospital’, ‘Limitation of simulation hard to reach the reality’, ‘Way to become an expert in simulation education’. Conclusion: Nursing graduate students found that the experiences of novice learners as a simulation educator was rewarding and helpful in increasing their self-confidence prior to being placed in an educational setting. Creating a simulation experience for college students could be a daunting task for educators in nursing. Therefore, continued and sustainable efforts are mandated by developing the curriculum for training simulation educators.

This study was aimed to develop morality improvement education program (MIEP) and to evaluate the effects of MIEP among nursing students by quasi experimental design. Theoretical framework is based on Ajzen’s theory of planned behavior and Rest's Four-Component Model: moral sensitivity, moral judgement, moral motivation, and moral implementation. Research design used a nonequivalent control group pre-post test. Participants were 75 undergraduate nursing students recruited from S college, assigned to either an experimental group (38 students) or a control group (37 students). The two hour education was provided once a week for eight weeks from March to June, 2013. Self-reported questionnaires were given to the students before and after the education. The data were analyzed using t-test, Chisquare-test, paired t-test, unpaired t-test, ANOVA, and MANCOVA with SPSS Windows 18.0 program. The results as follows: 1. The experimental group showed a more significant increase on the 4 components affecting morality improvement compared to the control group. 2. There was no significant differences on moral sensitivity and moral judgment between experimental group and control group. 3. The experimental group showed a more significant increase on moral motivation and moral implementation compared to the control group. Based on these results, this MIEP was effective in improving morality improvement, and especially increasing moral motivation and moral implementation among nursing students. MIEP developed in this study could be used for improving nursing students' morality.

Purpose: This study examines the effects of clinical nursing simulation education program based on problem-based learning (S-PBL) on clinical reasoning, confidence in handover reports, confidence in nursing performance, and simulation effectiveness in nursing students. Method: We used a one-group pretest-posttest design. The participants were 4th-year university nursing students who had taken a core clinical nursing practice, and 90 students participated in the S-PBL program. Data were collected before and after the S-PBL program and analyzed using descriptive statistics and paired t-tests. Results: The S-PBL program significantly increased clinical reasoning, confidence in handover reports, and confidence in nursing performance. More than 90% of students were satisfied with the education program and the simulation education effectiveness was 2.54 on a 3-point Likert scale. Conclusion: The S-PBL program could be useful in clinical nursing education for nursing students seeking to become clinical nurses. It is necessary to develop various S-PBL programs and apply them to the curriculum.

Purpose: This study aims to understand and describe in-depth the meaning of evidence-based simulation training education experience of nursing students. Method: This is a qualitative study employing a phenomenological approach. Data were collected from eight seniors in Changshin university in Changwon, from November to December, 2019. The analysis was based on the method proposed by Giorgi. Results: A total of 4 components and 12 sub-components were derived from the analysis. The evidence-based simulation training education experience of nursing students was found to be “burdening Because of the new teaching method,” “immersive,” “an experience of a new field of learning,” and “improving the nursing capacity.” Conclusion: Conclusion: Although the simulation training education burdened participants because of new teaching methods, it is expected to contribute to overcoming the limitations of educational effects in clinical practice and enhance practical clinical performance. Evidence-based simulation training education provides an opportunity to decide rationally by considering the best scientific evidence, clinical expertise, patient values and preferences, and available resources. In the furture, improvement in evidencebased nursing practice is expected.

Purpose: This study examined the effects of simulation-based education for high-risk maternity on evaluating problem-solving process, self-leadership, critical thinking disposition, and selfefficacy of nursing students. Method: This study was a one-group pretest-postest test design with 81 junior nursing students as participants. Data were collected from September 4 to December 11, 2019, after students completed their simulation practice class. Students completed a survey on their problem-solving process, self-leadership, critical thinking disposition, and self-efficacy at the beginning and end of the class. Data were analyzed using descriptive statistics, paired t-test, and Pearson’s correlation coefficients using the SPSS WIN 21.0 program. Results: Students’ problem-solving process (t=-7.06, p<.001), self-leadership (t=-3.08, p=.003), critical thinking disposition (t=-2.12, p=.037), and self-efficacy (t=-6.01, p<.001) showed significant improvement after the simulation-based education for high-risk maternity. There was a positive relation between problem-solving process and self-leadership (r=.52, p<.001), critical thinking disposition (r=.39, p<.001), and self-efficacy (r=.53, p<.001). Conclusion: There is a need to supplement the limitations of clinical practice education by providing a simulation-based education environment similar to a hospital since the experience of clinical practice alone is not sufficient to improve students' knowledge and skills. Results of this study may be used as a basic data for efficiently performing simulation-based education on high-risk maternity.

Purpose: This study is examined the effects of simulation practice education with problem-based learning methods on nursing students' learning attitudes, learning satisfaction, critical thinking disposition, and problem-solving ability. Method: A quasi-experiment single group pretest-posttest design was adopted. Simulation education was conducted by utilizing problem-based learning methods to teach the following topics to nursing students enrolled in 4th grade in S city: respiratory, circulatory, and nervous system. The experiment was conducted for 12 weeks, from September to December, 2019. Paired t-test and Pearson product-moment correlation coefficient were used to analyze the collected data. Results: Learning attitude and problem-solving ability showed significant differences in the experiment. Among the sub-areas of problem-solving ability, there were significant differences in the following: problem recognition (p<.001), information gathering (p<.001), confident thinking disposition (p<.001), acceptance to carry out an adventure (p<.001), evaluation (p=.027), and feedback (p<.001). In addition, learning attitude showed significant positive correlations with learning satisfaction, critical thinking disposition, and problem-solving ability. Conclusion: The findings of this study suggest that, it is necessary to develop a variety of iterative studies and simulation scenarios to confirm the effectiveness of simulation training.

본 연구는 문제중심학습(PBL) 수업을 2018년 2학기 ‘간호과정과 비판적사고’ 교과목에 적용한 후, 비판적 사고성향, 문제해결능력과 전문직 자아개념에 대한 효과를 규명하기 위하여 단일군 전⦁후 설계를 활용한 원시실험 연구이다. G도에 소재한 간호대학생 59명을 대상으로 자가보고식 설문을 실시하였다. 문제중심학습(PBL) 수업은 전통식 강의 8주, 문제중심학습(PBL) 수업 4주로 진행하였다. 자료분석은 SPSS/WIN 23.0 프로그램을 이용하였으며 일반적 특성은 빈도와 백분율, 두군 간에 차이는 평균, 표준편차, Paired t-test를 시행하였다. 연구결과, 간호대학생의 비판적 사고성향은 문제중심학습(PBL) 수업 전 (3.41±.40)보다 수업 후(3.71±.36)에 유의하게 증가하였다(t=4.39, p<.001). 문제해결능력은 문제중심학습(PBL) 수업 전(3.36±.38)보다 수업 후(3.70±.59)에 유의하게 증가하였다(t=3.97, p<.001). 전문직 자아 개념은 문제중심학습(PBL) 수업 전(2.92±.28)보다 수업 후(3.22±.50)에 유의하게 증가하였다(t=4.84, p<.001). 따라서 문제중심학습(PBL)을 간호교육에 더욱 확대하여 적용한다면 간호대학생이 갖추어야 할 핵심역량을 높이는데 효과적일 것이라고 사료된다.

Purpose: This study, as presented by Kern, Thomas, and Hughes , aims to verify the effectiveness of clinical inference education through digital storytelling programs based on Smith and Mann’s (2002) mobile education model in accordance with the six stages of the medical course development model. Based on the mobile education model of Smith and Mann (2002), the effectiveness of clinical reasoning education is verified through the mobile education program. Method: A single group pre-post test design that evaluates the clinical reasoning education effects of the mobile education program was used. Results: A statistically significant improvement was observed in clinical inference capacity from before intervention (t=-9.81, p<0.001); there was also a greater difference in the average value after intervention than before intervention in all of the results. Conclusion: This study suggests that while scenarios were constructed around five cases of high-risk Infant with respiratory and mechanical problems, in the future, additional scenarios should be developed to include different body systems.

Purpose: This study aimed to investigate the correlation between self-efficacy in communication, flow, and nursing students’ competence in communication, and examined the effect of self-efficacy on communication, and the effect of flow on competence in communication. Method: Data of 123 fourth-year nursing students were collected using structured self-report questionnaires in simulation-based education. The data were analyzed using descriptive statistics, the independent t-test, one-way ANOVA, Pearson’s correlation coefficient, and hierarchical multiple regression. Results: Self-efficacy in communication, flow, and competence in communication were positively correlated. The final regression model showed that self-efficacy in communication and flow accounted for 31.4% of the variance in predictions of competence in communication. Additionally, self-efficacy in communication was the most influential factor. Conclusion: The study supports a strategy to improve self-efficacy in communication and flow by improving nursing students’ competence in communication in simulation-based education.

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.

본 연구는 간호 대학생을 대상으로 시나리오를 통한 건강사정 실습교육이 의사소통 능력, 비판적 사고 성향 및 학업성취에 미치는 효과를 보기 위한 비동등성 대조군 사전-사후 설계의 유사실험 연구이다. C북도 G군 소재 J대학교와 G도 P시 소재 P대학교에서 건강사정 교과목을 수강하는 간호학과 2학년 학생을 대상으로 실험군 35명, 대조군 34명에게 각각 시나리오를 통한 실습교육과 전통적 실습교육 수행 전ㆍ후로 자료를 수집하였다. 연구결과, 시나리오를 통한 건강사정 실습교육을 받은 실험군이 전통적 실습 교육을 받은 대조군보다 의사소통 능력(t=2,797, p=.007), 비판적 사고 성향(t=2,406, p=.019), 정보수집능력(t=2,977, p=.004), 문제인식능력(t=3.584, p=.001)이 통계적으로 유의미하게 높아졌다. 그러므로 간호 학생들의 의사소통 능력, 비판적 사고 성향, 정보수집능력 및 문제인식능력 향상을 위해 건강사정 수업 시 시나리오를 통한 실습교육프로그램을 활용할 수 있을 것으로 생각된다.

본 연구의 목적은 시뮬레이션기반 실습교육이 간호대학생들의 고용가능성, 진로탐색행동 및 진로결정 자기효능감에 미치는 효과를 확인하고자 시도되었다. 비동등성 대조군 전후설계를 적용한 유사실험 설계로 J지역 소재 3학년 학생을 편의표집하여 총 120명의 간호대학생들로, 실험군 60명, 대조군 60명이 연구에 참여하였다. 실험군은 6주간 실험에 참여하였다. 연구결과, 시뮬레이션기반 실습교육은 간호대학생의 고용가능성(t=-2.31, p=.023), 진로탐색행동(t=-3.05, p=.003)을 유의하게 증가시켰으나, 진로결정자 기효능감(t=-.87, p=.387)은 통계적으로 유의한 차이가 없었다. 결론적으로 시뮬레이션기반 실습교육은 간호대학생들의 교육에 유용하므로 강화해야 할 것이다.

Purpose: The purpose of this study is to investigate the effect of simulation-based disaster nursing education programs on nursing college students’ disaster nursing knowledge, attitude toward disasters, and basic disaster nursing implementation abilities. Method: This study is similar to an experimental study that applied before-and-after designs for test groups and control groups. It was configured focusing on “earthquakes,” “fires,” “infectious diseases,” and “hospital disaster preparation.” Our simulation-based disaster nursing education program was configured to improve nursing students’ abilities to immediately respond to problems through the integration of nursing courses. Results: The test group that received the simulation-based disaster nursing education program showed a statistically significant increase in disaster nursing knowledge, attitude toward disasters, and basic disaster nursing implementation abilities, compared to the control group. Conclusion: Through the results of this study, simulation-based disaster nursing education programs were found to be effective in improving disaster nursing implementation abilities. Therefore, efforts should be made so that simulation-based disaster nursing educational courses take root to improve the disaster preparedness abilities of college students majoring in nursing.

Purpose: The purpose of this study is to provide basic data for developing strategies to improve the learning effect of simulation by analyzing the reflective journaling after the simulation based learning on the nursing of patients with upper gastrointestinal (UGI) bleeding. Method: From September 19–29, 2016, we conducted a simulation of UGI bleeding patient nursing with fourth-year students in the nursing department of University B in City A, and analyzed the data using content analysis. Results: In this study, reflective journaling can be an effective educational method to strengthen nursing competence, such as the self-reflection of nursing students, evidence-based nursing practice, teamwork, and communication ability. Conclusion: Reflective journaling after practice in simulation-based education is an important process in training critical thinking, situational judgment, and reflection of nursing practice content, and needs to be extended to both on-campus practice and clinical practice.

Purpose: The aim of this study was to examine the effect of prebriefing in the nursing process using video simulations on nurses’ critical thinking, simulation immersion, simulation confidence, clinical performance, and simulation satisfaction. Method: This study was a comparative survey between lectures and adoption of the nursing process with video in pre-briefing. The participants were 128 nursing students who had completed the Korean advanced life support program. Data were analyzed using χ2-test, independent t-test, and paired t-test using the SPSS 22.0 program. Results: Pre-briefing with Chmil’s concept, including theory, nursing process, and outcome, increased the clinical performance (t=2.03, p =.044) and critical thinking (t=2.48, p =.015) in this study. But there was no difference in simulation immersion, simulation confidence, or clinical satisfaction. Conclusion: The results indicate that simulation using Chmil’s concept was an effective educational method to increase critical thinking and clinical performance.

Purpose: The purpose of this study was to explore the use of virtual simulations to improve knowledge, performance, self-efficacy, satisfaction and confidence of nursing students. Method: This study used a quasi-experimental design with 34 nursing students in one university. All the participants were forth grade students and received education on topics related to medical-surgical nursing. The experimental group participated in virtual and high-fidelity simulations. The control group participated in high-fidelity simulation. Collected data were analyzed using Chi-square, t-test and independent t-test using the WIN SPSS 23.0 program. Results: The experimental group who had participated in the virtual simulation education indicated significantly higher performance scores (t=-6.166, p=<.000) and confidence levels (t=-2.284, p=.031) as compared to the control group who had participated in traditional high-fidelity education for acute heart disease patients, However, the differences in knowledge (t=-.808, p=.425), education satisfaction (t=-.425, p=.653), and self-efficacy (t=-1.592, p=.121) were not significant differences. Conclusion: The results indicate that virtual simulation education is an effective learning method to improve nursing performance and confidence. Further study is needed to identify the effects of various clinical situations of virtual simulation-based care.

본 연구는 당뇨환자의 시뮬레이션기반 간호교육이 간호대학생의 당뇨지식, 임상수행능력, 실습 만족도 및 의사소통능력에 미치는 효과를 확인하기 위해 시도되었다. 이 연구는 시뮬레이션 교육 전과 후에 당뇨지식, 임상수행능력, 실습만족도 및 의사소통능력을 파악하기 위해 2013년 10월 21부터 11월 1까지 자료수집을 하였으며, 간호대학생 3학년 75명이 연구대상자로 참여하였다. 연구의 결과는 시뮬레이션 교육을 받은 후 교육 전에 비해 당뇨지식(t=-9.684, p＜.001), 임상수행능력(t=-4.173, p＜.001), 의사소통 능력(t=-7.685, p＜.001) 점수가 높게 나타나 통계적으로 유의하게 나타났으나, 실습만족도(t=-1.144, p=.256)의 변화는 통계적으로 유의하지 않았다. 이상의 연구결과를 토대로 시뮬레이션기반 교육은 대상자의 간호지식, 임상수행능력과 의사소통능력을 강화할 수 있으며, 다양한 교육과정에도 적용될 수 있을 것이다.

Purpose: This study was tried to identify the effects of simulation practice education on the clinical competence, critical thinking disposition and self-confidence of nursing process in new graduated nurses. Methods: This study was one group pre-post test design, participants are 50 new graduated nurses with less than 3 month of working experience. The simulation practice education applied the first semester of the third grade, over 15 weeks with 1 credit per 2 hours per week by two instructors with four scenarios. Data were analyzed by descriptive statistics, paired t-test, Pearson’s correlation coefficients using the SPSS WIN 21.0 program. Result: There was a significant difference simulation practice education on the clinical competence and critical thinking disposition in the new graduated nurses. There was a correlation between clinical competence and critical thinking disposition. Conclusion: New nurses' capacity can be strengthened by applying simulation practice education that improve the clinical performance by enhance the critical thinking Disposition.

본 연구의 목적은 간호대학생을 대상으로 시뮬레이션교육의 디브리핑과 직업기초능력과의 관계를 규명하고, 직업기초능력 향상에 필요한 기초자료를 제시하고자 시도되었다. 연구대상자는 J도에 소재하는 K 대학의 간호학 전공 4학년 학생 203명이었다. 연구결과, 시뮬레이션교육 디브리핑은 직업기초능력과 정적인 상관관계이었으며, 직업기초능력에 영향을 미치는 디브리핑은 ‘토론유도’가 유의미한 영향을 미치는 것으로 나타났다. 연구결과를 바탕으로 직업기초능력을 강화하기 위해 시뮬레이션교육의 토론활동을 향상시킬 수 있는 프로그램이 필요하다.