Purpose: This study aimed to develop a program using the Room of Errors (ROE) technique to enhance the patient nursing student’s safety competencies and determine the effectiveness of simulation-based education. Methods: We conducted a methodological study using the ADDIE model for program development (Molenda, 2003). During the ROE activities, students identified errors that threatened patient safety. The program's effectiveness was evaluated in the implementation phase by measuring students' confidence in patient safety using a one-group pretest-posttest design. Results: Participants' satisfaction with the ROE program was 4.90 ± 0.36 on a 5-point Likert scale. The pre- and post-ROE program patient safety confidence scores (H-PEPSS) were statistically significant, increasing from 3.62 ± 0.54 to 4.19 ± 0.60. Participants' subjective evaluations were generally positive, indicating increased insight, confidence, and vigilance in error prevention. Conclusion: Based on this study’s significant findings, it would be beneficial to encourage students and healthcare providers to utilize ROE programs to enhance patient safety competencies.

Purpose: The global emphasis on preventing and systematically managing acute cardiac arrest necessitates improved education in cardiovascular emergencies. This study aims to provide foundational data on the effectiveness of simulation-based cardiovascular emergency management education, applying the think-aloud method for nurses. Method: A one-group pre-posttest experimental design was used from July 29 to August 15, 2022. Twenty-eight nurses participated in this study. Data were analyzed using descriptive statistics and the Wilcoxon signed-rank test with SPSS/WIN 25.0. Results: The educational intervention showed statistically significant improvements in outcomes: knowledge of cardiovascular emergency management (Z=-4.24, p<.001), confidence in cardiovascular emergency management (Z=-4.63, p<.001), clinical reasoning competence (Z=-4.16, p<.001), and self-efficacy for group work (Z=-3.47, p=.001), and selfregulation for group work (Z=-2.29, p=.022). Conclusion: This study indicates that the use of the think-aloud method in simulation-based learning can effectively enhance cardiovascular emergency management training by reducing learners’ cognitive load. Cardiovascular emergency management competencies can be strengthened through the development of diverse educational strategies and the expansion of training support.

Purpose: This study examined the influence of nursing students’ competencies in assessment, communication, clinical judgment, and patient safety on evidence-based practice (EBP) competency through simulation training. Methods: Data were collected from in December 11 in 2023 to January 30 in 2024, using a self-report questionnaire. The final participants were 230 nursing students in two universities. Multiple regression, t-test, ANOVA were used for data analysis. Results: The competencies of nursing students who participated in simulation training significantly influenced their EBP competency. The most influential factor on nursing students’ competency of EBP was Clinical Judgment, followed by Communication. Assessment and Patient safety competencies did not have a statistically significant impact on EBP competency. Conclusion: It is crucial for nurses to implement EBP to provide high-quality nursing and advance nursing as a science. However, since EBP competency is difficult to acquire in a short period, education on EBP is necessary from nursing school. Simulation training is considered an effective means to enhance nursing students' competency in EBP. Our study suggests incorporating elements that strengthen competencies in clinical judgment and communication when establishing a simulationbased training program to enhance the EBP competency of nursing students.

An “online respiratory infectious disease nursing simulation course” was developed to strengthen the nursing competency in respiratory infectious disease. Methods: In this methodological study, an “online respiratory infectious disease nursing simulation course” was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and evaluated using a one-group pre-post quasi-experimental design to ascertain the respiratory infectious disease knowledge, performance confidence, and clinical performance of 37 nursing students. Results: The online course comprised 17 sessions categorized as follows: seven theory, five at-home laboratory training, two case study, and three simulation sessions. All the nursing students engaged in the course successfully fulfilled its requirements by attending all 17 sessions and passing the clinical performance examination. The knowledge, confidence, and clinical performance (t=-6.60, -10.62, and –6.36, respectively; p<.001 for all) pertaining to respiratory infectious disease significantly increased among participants after the concluding simulation session, compared with their pre-scores obtained prior to the course participation. Conclusion: The “online respiratory infectious disease nursing simulation course” significantly improved the nursing knowledge, performance confidence, and clinical performance ability of nursing students in managing respiratory infectious diseases.

The purpose of this study was to identify the factors related to the problem-solving ability of nursing students who experienced simulation training. Methods: A descriptive survey study was performed using a structured questionnaires consisting of a learning flow state scale, nursing student’s anxiety and self-confidence with clinical decision making scale, simulation design scale, and problem-solving ability scale. Data were collected from 154 nursing students in five nursing schools located in D city and G province. Data were analyzed by frequencies, independent t-test, one-way ANOVA, Pearson correlation coefficient, and stepwise multiple regression with IBM SPSS Statistics 19.0. Results: The significant factors associated to the problem-solving ability of nursing students who experienced simulation training were simulation design characteristics (β=.34, p<.001), learning flow (β=.25, p=.001), and self-confidence with clinical decision making (β=.23, p=.001). These factors explained 46.5% of problem-solving ability. Conclusion: To improve the problem-solving ability of nursing students, the simulation module should be designed with high fidelity.

본 연구의 목적은 시뮬레이션 실습 교육에서 임상수행능력에 대한 명확한 개념의 속성을 규명 하고 이를 조직화하여 임상수행능력에 대한 이론적 근거를 마련하기 위해 시도되었다. 연구 방법으로는 Walker And Avant의 개념분석 방법을 사용하였다. KISS, KMbase, DBpia, RISS, PubMed, CINAHL, Medline의 데이터베이스에서 보건의료인 교육을 위한 시뮬레이션 교육이 권고된 시점인 2000년부터 2023 년 4월까지 보고된 논문을 수집하였다. 연구 결과 임상수행능력의 속성은 (1) 지식, 판단, 기술의 종합적인 능력, (2) 의료 환경 변화에 능숙히 대처하는 능력, (3) 간호 대상자의 요구에 적절하게 대응하여 간호 역할 을 수행하는 능력이다. 본 연구는 시뮬레이션 실습 교육에서 임상수행능력에 대한 연구가 활발한 상황에서 간호학적 관점의 중요성을 인식하고, 개념분석을 한 연구로서 의의가 있다. 본 연구에서 나타난 시뮬레이 션 실습 교육에서 임상수행능력 속성을 포함한 훈련 프로그램 및 도구를 개발하고 이를 활용하여 프로그램 의 효과를 측정하는 것이 필요할 것으로 사료된다.

Purpose: This study aimed to explore nursing simulation training needs and the educational environment of instructors. Method: This study was conducted according to the inductive method of qualitative content analysis. An online focus group interview was conducted with six instructors with experience operating a nursing simulation. Data were collected in July 2021. Results: First, “nursing simulation practice operations” required simulation design elements, practical operations, and curriculum integration. Second, the “educational environment” showed a lack of human and physical resources, and there was a need for standard education reflecting the domestic nursing education environment. Third, for “instructor competencies”, the facilitator role, step-by-step education for strengthening instructor competencies, and cooperation with clinical experts were derived. Fourth, it was found that “learner competencies” should meet the nursing professionals’ needs; self-directed learning competency and unique human competency should also be strengthened. Conclusion: This study is meaningful because it seeks to understand the instructor’s needs for nursing simulation training and the educational environment. Moreover, it identifies considerations for instructor and learner competencies in the nursing simulation operator training programs.

Purpose: Since the COVID-19 pandemic, virtual simulation practice has been increasingly activated as an alternative to clinical practice in nursing colleges. This study aimed to provide basic data by confirming changes in self-efficacy and nursing knowledge in the virtual simulations of nursing students, and identifying virtual presence, virtual patient learning system evaluation (VPLSE), and practical satisfaction. Methods: This was a single-group pre-post quasi-experimental study. The subjects were 28 third-grade nursing students. Results: Self-efficacy and nursing knowledge increased significantly (p<.001). Virtual presence had a significant positive correlation with VPLSE) (p=.002) and practice satisfaction (p=.011). There was also a significant positive correlation between virtual simulation learning evaluation and practice satisfaction (p<.001). Conclusion: Based on these results, virtual simulation practice can be used with clinical practice as an educational method to improve nursing students' self-efficacy and nursing knowledge in nursing education. Virtual presence was confirmed as a significant variable to improve practice satisfaction and VPLSE. It is necessary to develop a virtual simulation program that can improve virtual presence through collaboration with virtual reality technology experts.

Most fishing vessels are less than 100 m in length (LBP), which is not mandatory for the IMO standards for ship maneuverability. Therefore, research on estimating the maneuverability of fishing vessel hull shapes are somewhat lacking compared to that of merchant ship hull shapes, and at the design stage, the numerical simulation method developed for merchant ships are applied without modification to estimate the maneuverability. Since this can cause estimation errors, the authors have derived a modified empirical formula that can improve the accuracy of estimating the maneuverability of fishing vessels in a previous study. In this study, using the modified empirical formula, the IMO maneuverability evaluation items, the turning motion test and Z-test simulations were performed on the fisheries training vessel BAEK-KYUNG and compared with the sea trial test result to verify the validity of the modified empirical formula. In conclusion, the modified empirical formula was able to estimate quantitatively and qualitatively similar to the result of the sea trial test. Such a study on estimating the maneuverability of fishing vessels will be a good indicator for fishing vessel operators and will help them analyze marine accidents.

Purpose: This study attempted to enhance the nurses’ safety competence in administering medications by using simulation training focused on high-alert medication. Method: A total of 30 nurses from 14 teams participated in the simulation training using a high-fidelity patient simulator. Medication administration performance and built-in error recovery was observed using a medication administration safety assessment checklist. Medication safety knowledge and confidence were measured before and after simulation training. Data were analyzed using descriptive statistics and a paired t-test. Results: There were numerous variations in safe medication administration. The safety behavior by oral prescription was insufficient compared to that by routine medication prescription. Following simulation training, knowledge of medication safety increased significantly, but confidence did not. Conclusion: Nurse educators may consider simulation to be an effective strategy for enhancing nurses’ medication safety competence.

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.

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 was conducted to provide simulation training on evidence-based practical training and to examine its effects. Method: Data were collected from 83 students at C University, between October 1, 2018 and December 31, 2018. This training was conducted over a 5-week period. Data were analyzed using descriptive statistics, the Friedman test, the Wilcoxon signedrank test, and Repeated Measure ANOVA, all after the normality test. Results: There was a significant difference between the two groups in evidence-based practice beliefs, competence, nursing profession perspective, critical thinking tendencies, and problem-solving ability (p<.001). More specifically, there was a greater improvement in evidence-based practice knowledge, critical thinking tendency, and problem-solving ability than in the existing simulation exercise. Conclusion: Being effective in enhancing the ability to provide evidence-based practice beliefs, competencies, nursing profession perspectives, and, especially in evidence-based practice knowledge, critical thinking tendencies, and problem-solving skills, it is necessary to link evidence-based education and existing simulation training.

Purpose: The purpose of this study was to examine the effects of simulation-based training applying situation-background-assessment-recommendation on self- efficacy and communication skills in new nurses. Method: This study applied a one group pretest-posttest design, with 88 new nurses in a general hospital in S city, Korea. Data were collected from March to November 2017. The participants completed their simulation education program in 4 weeks. Data were analyzed using paired t-test with SPSS program. Results: After SBAR simulation education, self- efficacy (t=-2.40, p=.014) and communication skills (t=-5.24, p<.001) significantly improved. Conclusion: This suggests that simulation-based training applying SBAR, improved self- efficacy and communication skills in new nurses.

Purpose: This study aimed to evaluate differences in nursing performance of nursing college students following simulator training or video-based training for patients with respiratory distress. Methods: The study used a two-group post-intervention design. The simulator group was trained using a high-fidelity simulator and the video group with a best practices video. Nursing ability was evaluated by video recording participants during a dyspnea simulation exercise. The collected data was analyzed with a t-test using SPSS 21. Results: The simulator group showed lower scores than the video group in the preparation (t = -4.60, p < .001) and nursing intervention (t = -2.41, p = .033) categories. Conclusion: Video training is effective for simulation education in cases of dyspnea.

In accordance with the stipulations of the STCW Convention, simulation training has been enforced in order to develop practical skills so as to prevent accidents by predetermining the risks in special marine environments. Simulation training is a useful way to acquire navigation abilities, and can continuously measure the ability of a trainee by applying an appropriate evaluation. However, the result of training is evaluated by the instructor's subjective judgment without quantitative criteria. Therefore, this study aims to quantitatively evaluate the effectiveness of simulation training. For this purpose, evaluation items were derived by analyzing legal standards, earlier studies, and the current status of MET institutions. The simulations were then performed three times in the same scenarios and analyzed the results. As a result, it has been shown that the objectively analyzed ability to keep the route and to make safe passage with other vessel, as well as subjectively evaluated ability by the apprentice officer has been improved as training progressed. Through the evaluation of simulation training results, it can be derived that simulation education needs supplementation, and can be provided as a basic form of data to quantify the evaluation results of the simulation training in the future.

Purpose: This study aimed to examine the effects of simulation-based training for nurses on nursing stress and clinical competency of cardio-pulmonary emergency care at general wards. Method: A nonequivalent control group, with a pretest-posttest design was used. The experimental group (n=34) received a lecture and team simulation. The control group (n=36) received only lectures without simulation. Data were analyzed using Chi-square and t-test with SPSS program. Results: The participants in the experimental group reported significantly lower death and dying 13.14±1.50 (t=7.19, p<.001), conflict with physicians 7.06±2.51 (t=5.82, p<.001), inadequate preparation 6.16±4.17 (t=4.49, p<.001), problems with peers 13.33±7.05 (t=4.09, p<.001), problem relating to the supervisor 13.51±4.03 (t=2.09, p=.030), workload 17.08±6.19 (t=5.76, p<.001), uncertainty concerning treatment 12.13±6.45 (t=2.21, p=.020), patients and their families 16.37±6.38 (t=3.34, p<.001), discrimination 5.66±2.79 (t=2.39, p=.013) and higher clinical performance ability (t=5.14, p<.001) compared with the control group. Conclusion: This suggests that simulation-based training for cardio-pulmonary emergencycare for nurses at general wards is useful to decrease nursing stress and improve clinical competency.

Purpose: This study evaluates the clinical judgment levels of nursing school students in simulation practice of diabetic ketoacidosis and score differences in clinical judgment levels based on academic record grades. Methods: The clinical judgment levels of 149 nursing students (3rd grade) who received a lecture on simulation practice for diabetic ketoacidosis simulation were evaluated during the period from March 3 to June 20, 2014. Data were collected and measured for the general characteristics, clinical judgment levels of nursing students in simulation of diabetic ketoacidosis, and difference in scores of clinical judgment levels according to grades. Results: Clinical judgment levels of these test participants was 2.82 points on average out of a full score of 4 points, and it was represented in the order of noticing (3.01), interpretation (2.86), response (2.79), and reflection (2.60) for each area. In addition, score differences in clinical judgment levels based on academic record grades were significantly higher in the upper ranks than in the lower ranks in all the areas. Conclusion: In simulation practice of this study, through observation by rubric education method, an objective recognition could be assessed and the importance of nursing knowledge was implied.

In this study, a survey was conducted among students who received ARPA/radar simulation training in order to verify the effect of training. An effective training method based on the analysis results was also proposed. Furthermore, this study analyzed full mission simulation conducted over one semester, and found that training effect increased as time passed. The survey showed improvement in skills related to radar/ARPA utilization, ARPA decoding, ship handling, and overall skill. Students responded practical skills improved more than theoretical knowledge, and also analysis showed that ship handling skills had a larger effect than radar decoding skills on improving overall skill, therefore proposed that theoretical education regarding the functions of radar and ARPA should be reinforced in ARPA/radar simulation training.

Purpose: The purpose of this study was to identify effect of visiting nursing simulationbased training for community nursing. Methods: Participants for this study were 56 nursing college students in Busan. Data were collected and measured for the general characteristics, students’ responses regarding simulation experience, students’ self-assessment, self-confidence, and problem solving ability. Results: In nursing college students, the scenario experience in community - based nursing simulation training was the most lacking communication area with the subject, so it was necessary to supplement it. The experience of the visiting nursing simulation scenario showed satisfactory results in all areas. The confidence of the nursing college students after learning the simulation training was 7.6 points out of ten. As a result of comparing the degree of problem solving ability before and after the simulation training, the degree of problem solving ability of the nursing college students after the training was increased compared to before the simulation training. Conclusion: Simulation training before clinical practice contributes to improvement of nursing assessment, performance, confidence and problem solving ability. Through simulation training, students will be able to provide qualitative nursing care and coping with problems from an integrated perspective.