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.

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.

Purpose: The purpose of this study was to explore learner's debriefing experience in team-based nursing simulation. Methods: Participants were 8 students in undergraduate nursing program at a university in Korea. All students were place in setting of team-based nursing simulation. Data were collected October 2015 to December 2015, through in-depth interviews and analyzed using Colizzi phenomenological method. Result: Three essential themes were extract as follows 1) learner’s reflection on their teambased practicum in simulation education 2) negative feeling of being engaged in debriefing through recorded video-sharing 3) request to run debriefing for development of simulation education. Conclusion: As the results of showed, debriefing of nursing simulation was important to improve nursing competency. However, the debriefing of simulation education need to consider negative feelings. These results through students’ data debrifing would help develop nursing simulation, specially debriefing in the simulation education process.

Purpose: The purpose of this study was to understand how team performance was related to team efficacy, interpersonal understanding, positiveness in problem solving, and class satisfaction, after applying simulation education using team based learning. Methods: Study objects were the students in C college who learn through simulation using team based learning for 4 weeks(March 2012 to June 2012). Team efficacy, interpersonal understanding, and positiveness in problem solving were developed by Kwon (2010). Class Satisfaction was developed by Kim (1998) and team performance was designed by professors. SPSS/WIN 21.0 was used for descriptive analysis, pearson correlation. Results: In this study, team performance score was related to interpersonal understanding (score=3.84, r=.620, p<.001), team efficacy(score=3.73, r=.510, p<.001), positiveness in problem solving(score=3.56, r=.468, p=.001), and class satisfaction(score=3.55, r=.448, p=.002), respectively. Conclusion: There findings indicate that there is a need to increase team efficacy,interpersonal understanding, positiveness in problem solving and class satisfaction to improve team performance of nursing students