Purpose: Improving students’ self-confidence is an important strategy in simulation learning. This study aimed to identify the factors influencing students’ self-confidence in simulation learning based on the Jeffries Simulation Framework. Method: A cross-sectional survey was conducted with 140 senior nursing students’ at a university, and data were collected through self-reported questionnaires. Data on students’ self-confidence were collected for student/ facilitator factors (satisfaction on major, overall grade average, and facilitator satisfaction), educational practice factors (active learning, collaboration, diverse ways of learning and educational goals), and simulation design characteristics factors (objectives/information, support, problem solving, feedback, and fidelity). Data were analyzed using an independent t-test, one-way ANOVA, Pearson’s correlation, and hierarchical multiple regression analysis. Results: The regression model had an adjusted R2 of .61, indicating that education goal, active learning, facilitator satisfaction, and fidelity were significant predictors of students’ self-confidence in simulation learning. Conclusion: To increase students' self-confidence with simulation learning strategies, it is necessary to design lessons that include educational goals, active learning, improved student satisfaction with the facilitator and fidelity based on the Jeffries Simulation Framework.

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.

The purpose of this study was to determine the effect of simulation-based Korea advanced life support training on new nurses' knowledge, clinical performance ability, performer confidence, and learning satisfaction. Methods: This is a non-equivalent controlled pre-post quasi-experimental study. A simulation-based CPR training program was applied to 37 new nurses. Results: The experimental group scored lower on emergency management knowledge (83.65±7.61) than the control group (84.55±9.22), which was not significant (t=-4.46, p=.657). However, the clinical performance ability score was significantly higher in the experimental group (109.59±9.98) than in the control group (100.24±11.87) (t=3.581, p <.001). Performer confidence was significantly higher in the experimental group (23.43±3.29) than in the control group (19.90±3.85) (t=3.69, p〈.001). In addition, the learning satisfaction score of the experimental group (96.16±5.64) was significantly higher than the control group (88.42±11.13) (t=3.72, p< .001). Conclusion: This study confirmed that simulation training is an efficient way to improve new nurses' clinical performance ability, and performer confidence. Therefore, applying simulation training in scenarios can improve new nurses' work competence and contribute to improving the quality of patient care.

본 연구는 요양보호사를 대상으로 의사소통 자신감, 자기효능감, 응급처치 수행자신감 정도와 상관관계를 확인하고 응급처치 수행자신감 예측요인을 알아보고자 실시하였다. 요양보호사 202명을 대상 으로 2022년 3월 1일부터 3월 31일까지 자료수집 하였으며, 수집된 자료는 SPSS 29.0 프로그램을 이용하 여 t-test, ANOVA, Scheffe’s test, Person’s correlation coefficients, Multiple linear regression으로 분석 하였다. 자기효능감은 의사소통 자신감과 정적 상관관계(r=.54, p<.001), 응급처치 수행자신감은 의사소통 자신감(r=-.18, p<.05), 자기효능감과 부적 상관관계를 보였다(r=-.31, p<.001). 응급처치 수행자신감 예측 요인으로 간호조무사가 없을 때(β=-.18, p=.009)와 자기효능감(β=-.30, p<.001)으로 나타났고, 설명력 은 11.0%였다(Adj R2=.110, p<.001). 본 연구결과를 근거로 요양보호사의 응급처치 수행자신감 향상을 위 한 응급교육 프로그램을 개발하여 적용할 것을 제언한다.

이 글은 위험으로 인한 사회적 위기 상황에서 사회적 협력과 사회통합을 위한 방안으로 정부신뢰 및 사회신뢰의 함의를 살펴보고자 하였다. 현대사회는 기술의 진보, 환경, 사회구조 등이 상호작용하면서 다양한 위험과 불확실성이 증대되고 있다. 위험으로 인한 사회적 위기 상황을 극복하기 위해서는 위험과 관련되어 있 는 주체들의 협력이 필수적으로 요구된다. 신뢰, 규범 등을 토대로 하는 사회자 본은 사회적 협력을 활성화시키데 있어서 긍정적으로 영향을 미칠 수 있다. 정부 신뢰와 사회신뢰는 위기 상황에서 정책의 효율성을 높이고, 시민들의 협력을 강 화시킬 수 있다. 정부신뢰가 높으면 정부의 위기관리 정책에 시민들이 긍정적으 로 협조할 가능성이 높아져 위기 대응의 효율성이 높아진다. 또한 위기 상황에서 시민들의 협조는 시민들 간의 정보소통과도 관련이 있다. 정보기술의 발전으로 인해 위험에 대한 정보는 다양한 통로를 통해 수집되고 전달된다. 위험에 대한 정보의 신뢰는 정보를 제공하는 사람들의 신뢰와도 연결되며, 정보에 대한 신뢰 가 높으면 위기상황에 대한 사회적 협력을 높임으로써 사회통합에 긍정적인 영 향을 미치게 된다. 결과적으로 정부신뢰와 사회신뢰는 사회적 위기상황에서 사회 적 협력을 이끌어 내는 중요한 요소로 작동할 수 있다는 점에서 사회통합을 위 한 시사점을 제공하고 있으며, 나아가 국가적인 차원에서 장․단기적으로 사회자본 확충을 위한 방안이 모색되어야 할 것이다.

본 연구의 목적은 간호대학생의 의료 관련 감염 예방 지식과 감염관리 자신감, 표준주의 실행도 간의 관계를 확인하고 표준주의 실행도에 미치는 영향을 파악하기 위한 서술적 연구이다. 자료 수집은 2018년 10월4일부터 10월 12일까지 G 광역시에 소재한 간호대학생 160명을 대상으로 진행되었다. 연구 결과 표준주의 실행도는 감염예방 지식(r=.27, p<.001), 감염관리 자신감(r=.52, p<.001)과 정의 상관관계 가 있는 것으로 나타났고, 감염예방 지식은 감염관리 자신감((r=.27, p=012)과 유의한 상관관계가 있는 것 으로 나타났다. 간호대학생의 표준주의 실행도에 영향을 미치는 요인은 감염관리 자신감(β=0.45, p<.001), 피부 접촉 경험이 없는 경우(β=0.18, p<.004), 감염예방 교육을 받은 경우(β=-2.65, p<.009), 감염예방 지식(β=0.15, p<.019) 순으로 나타났으며 모형의 설명력은 35%로 나타났다. 본 연구 결과를 토 대로 간호대학생의 표준주의 실행도를 높이기 위하여 감염예방 지식과 감염관리 자신감을 높일 수 있는 표 준주의 프로그램을 개발하여 시행하는 것이 필요하다.

본 연구에서는 태권도 지도자의 코칭리더십이 선수의 운동몰입과 스포츠자신 감을 통해 선수의 자아존중감에 미치는 영향을 규명하는데 있다. 태권도 선수들 을 대상으로 총 665부의 설문을 수집하였고, 유효하지 않은 49부를 제외하고 총 616부를 사용하여 SPSS와 AMOS 26.0 프로그램을 이용하였으며, 분석 결과는 다음과 같다. 첫째, 태권도 지도자의 코칭리더십과 선수의 자아존중감 간의 관 계에서 모든 측정 변인들 간에 통계적으로 유의미한 정적 영향을 미치는 것으로 나타났다. 둘째, 태권도 지도자의 코칭리더십과 선수의 운동몰입 간의 관계에서 모든 측정 변인들 간에 통계적으로 유의미한 정적 영향을 미치는 것으로 나타났 다. 셋째, 태권도 지도자의 코칭리더십과 선수의 스포츠자신감 간의 관계에서 모든 측정 변인들 간에 통계적으로 유의미한 정적 영향을 미치는 것으로 나타났 다. 넷째, 선수의 운동몰입, 스포츠자신감과 자아존중감 간의 관계에서 모든 측 정 변인들 간에 통계적으로 유의미한 정적 영향을 미치는 것으로 나타났다. 다 섯째, 선수의 운동몰입과 스포츠자신감의 매개효과 검증에서 선수의 운동몰입 과 스포츠자신감은 태권도 지도자의 코칭리더십과 선수의 자아존중감 간의 관 계를 부분 매개하고 있음이 검증되었다.

In order to indirectly evaluate the inventory of difficult-to-measure (DTM) nuclides in radioactive waste, the scaling factor method by key nuclide has been used. It has been usually applied to low-and intermediate-level dry active waste (DAW), and the tolerance of 1,000% margin of error in the US, that is the factor of 10, is applied as an allowable confidence limits considering the inhomogeneity of the waste and the limitation of sample size. This is because the scaling factor method is based on economic efficiency. Confidence limits is the uncertainty (sampling error) according to predicting the mean value of the population by the mean value of the sample at 95% confidence level, reflecting the limitations of sample size (representation) with the standard deviation. If the standard deviation is large, the sample size can be increased to satisfy the allowable confidence limits. In the new nuclear power plants, the concentration of cesium nuclide (137Cs) in radioactive waste tends to be very low due to advances in nuclear fuel and reactor core management technology, which makes it very difficult to apply cesium as a key nuclide. In addition, it is inevitable to apply the mean activity concentration method, which reasonably and empirically derives the concentration of DTM nuclides regardless of key nuclide, when the correlation between key and DTM nuclides is not significant. The mean activity method is a methodology that applies the average concentration of a sample set to the entire population, and is similar to applying the average concentration ratio between key and DTM nuclides of a sample set to the population in the scaling factor method. Therefore, in this paper, the maximum acceptable uncertainty (confidence limits) at a reasonable level was studied when applying the mean activity concentration method by arithmetic mean unlike the scaling factor method which usually uses the geometric mean method. Several measures were proposed by applying mutatis mutandis the acceptable standard deviation in radiation measurement and the factor of 10 principle, etc., and the appropriateness was reviewed through case analysis.

Purpose: This study aimed to understand the effect of extra-corporeal membrane oxygenation (ECMO) preparation education implemented with smart glasses in augmented reality on the performance ability, performance confidence, and educational satisfaction of clinical nurses. Method: The participants were clinical nurses at B hospital—27 in the experimental group and 25 in the control group. The measurement tools were performance ability (24 items), performance confidence (11 items), and educational satisfaction (9 items). The experimental group intervention used augmented reality with smart glasses, and the control group used video resources. The collected data were analyzed by t-test, x2-test, and ANCOVA using the SPSS Statistics for Windows, version 25.0. Results: The performance was significantly higher in the experimental group than in the control group (F = 104.83, p < .001). Performance confidence was considerably higher in the experimental group than in the control group (F = 2.09, p = .041). Finally, educational satisfaction was significantly higher in the experimental group than in the control group (F = 4.52, p < .001). Conclusion: It was confirmed that ECMO education implementing augmented reality with smart glasses is an effective method for improving performance ability, performance confidence, and educational satisfaction among clinical nurses.

Purpose: This study examined the effect of the blended learning method during self-practice of transfusion therapy on nursing students’ academic achievement in transfusion therapy, confidence in performing transfusion therapy, self-directed learning ability, and satisfaction with self-practice. Methods: The study design was a non-equivalent control group pretestposttest quasi-experimental design. The participants were 75 nursing students divided into two groups: 38 in the experiment group and 37 in the control group. The blended learning method, combined with face-to-face and online learning, was applied to the experimental group’s self-practice from October 12 to 30, 2020. For the control group’s self-practice, face-to-face learning without online learning was employed. Results: The experimental group showed significantly better academic achievement than the control group. There were no significant differences in confidence in performance, self-directed learning ability, and satisfaction with self-practice between the two groups. Conclusion: This study showed that the blended learning method combined with face-to-face learning and online learning in self-practice significantly affected academic achievement. Further studies are needed to identify effective online learning methods for nursing practice.

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 PETTLEP 모델 기반 심상훈련을 기본간호학실습 교육에 적용하여 핵심기본간호술 수행자신감 및 수행능력, 자율실습 참여도에 미치는 효과를 규명하기 위한 비동등성 대조군 전후 유사실험연구 이다. 연구대상은 K도 소재 U대학교 간호학과 2학년 재학생 중 연구목적을 이해하고 연구참여에 자발적으로 동의한 74명을 무작위로 실험군과 대조군에 배정하여 자료 수집하였다. 수집된 자료는 SPSS Statistics 23.0 프로그램을 이용하여 대상자의 일반적 특성은 빈도와 백분율, 정규성검정은 왜도와 첨도를 이용하였으며, 실험처치의 효과측정을 위한 종속변수 검정은 paired t-test로 분석하였다. 연구결과 PETTLEP 모델 기반 심 상훈련은 핵심기본간호술 수행자신감(t=4.18, p<.001), 핵심기본간호술 수행능력(지식(t=2.241, p=.032), 간호술기(t=8.402, p<.001)), 자율실습 참여도(t=6.822, p<.001)에 통계적으로 유의한 차이가 있었다. 본 연구 결과를 토대로 PETTLEP 모델 기반 심상훈련은 기본간호학실습 교육에 적용 가능한 교수학습방법이 될 수 있음을 확인하였다. 따라서, 핵심기본간호술 중 난이도가 높은 항목의 수행능력 향상을 위해 PETTLEP 모델 기반 심상훈련을 활용할 수 있을 것으로 기대된다.

Purpose: This study was conducted to confirm the effects of self-directed practice using augmented reality simulation on nursing students' confidence in nursing skills, ability to apply them, and satisfaction with self-study. Method: This was a quasi-experimental study with a non-synchronized pretest/posttest nonequivalent control group design. The study participants were 58 second-grade nursing students (29 in the experimental group and 29 in the control group) from Y city. The questionnaire was used to evaluate the confidence in nursing skills (16 questions), performance ability (23 questions), and satisfaction with self-practice (17 questions). The experimental group intervention was an autonomous practice using augmented reality simulation, and the control intervention was an autonomous practice using video-based interventions. The collected data were analyzed by t-test, x2-test, and ANCOVA (Analysis of Covariance) using the SPSS 25.0 program. Results: The experimental group outperformed the control group in terms of nursing skill confidence (F=25.79, p<.001), nursing skill performance ability (F=67.10, p<.001), and self-study satisfaction (F=14.10, p=.001). Conclusion: Self-directed practice using augmented reality simulation was confirmed to be an effective method to increase confidence, ability and practice satisfaction in nursing skills.

본 연구는 간호대학생의 환자안전관리 수행자신감에 미치는 영향요인을 파악하기 위해 실시되었다. 분석결과 환자안전관리 지식 7.0점, 환자안전관리 태도 3.86점, 임상의사결정능력 3.47점, 환자안전관리 수행자신감 4.15점이었다. 환자안전관리 수행자신감은 환자안전관리 지식(r=.216, p<.01)과 환자안전관리 태도(r=.375, p<.01), 임상의사결정능력(r=.467, p<.01)과 양의 상관관계가 있었다. 환자안전관리 수행자신감에 미치는 영향요인은 임상의사결정능력(β=.409, p<.001)과 환자안전관리 태도(β =.198, p=.011) 이었고 설명력은 26.3%이었다.

Purpose: This study compares the chest compression quality, and the willingness and confidence to perform cardiopulmonary resuscitation (CPR) before and after education between the compression only CPR (COCPR) group and the standard CPR (STCPR) group using manikins. Method: This study employs a randomized controlled trial design. A total of 219 and 214 individuals were randomly assigned to the COCPR and STCPR groups, respectively. Both groups were asked to perform CPR for 2 min before and after education. The willingness and confidence to perform CPR were surveyed through a questionnaire. Results: Before education, the STCPR group had a significantly higher mean chest compression depth and accuracy than the COCPR group for the entire 2 min. After education, the STCPR group had a significantly higher mean chest compression depth for 2 min and higher compression accuracy for late 1 min than the COCPR group. However, no significant difference in the willingness and confidence to perform CPR according to the compression method was evident. Conclusion: Repeated training is required to maintain chest compression quality. CPR education improves willingness and confidence to perform CPR.

This study aimed to investigate the effects of voice recording as a speaking assignment on Korean EFL nursing students’ speaking confidence and perceptions of speaking assignment. The participants of the study were 22 nursing students who took college English course and were divided into two groups. One was an experimental group performing voice recording assignment for speaking practice during 5 weeks and the other was a control group that did not receive treatment by the researcher. Speaking confidence questionnaire and in-depth interview were used to collect the data in this study. The result of this study showed that there was some statistically significant achievement of the participants’ speaking confidence after speaking assignment of voice recording performed by them. In addition, the participants had positive reaction to the experience of the assignment. This suggests that voice recording assignment encourages students to have their speaking confidence and helps them to overcome speaking difficulties in EFL environment.

Purpose: This study aimed to examine the effects of simulation-based learning on the critical thinking disposition, communication confidence, and performance confidence in nursing care for children with fever. Method: A one-group pre- and post-test design was used. A total of 59 nursing students participated. Results: The results of this study showed that the effectiveness of simulation-based learning showed statistically significant improvement in critical thinking disposition, communication confidence and performance confidence. Conclusion: The findings indicate that simulation-based learning in the nursing care of children with fever may be an effective teaching-learning method for nursing students.

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.

Purpose: The aim of this study was to examine the effect of repeated simulation and role rotation in a cardiac arrest simulation on learning immersion, learning confidence, and simulation satisfaction. Methods: This study was the descriptive survey and 199 nursing students completed a cardiac arrest simulation-based education program developed by the researcher. Participants repeated the simulation 3 times. Data were analyzed using time series, ANOVA, t-test with SPSS 21.0 program. Results: Over than 2 times was effective frequency of repetition of simulation. There were no differences in learning immersion, learning confidence and satisfaction after simulation due to rotation. Additionally, there were no differences in satisfaction after simulation. However, participants in the lead nursing role in simulation had less learning immersion and learning confidence compared to those not in the lead role. Conclusion: The results indicate that repeted use of the cardiac arrest simulation improved clinical practice; however, role rotation did not impact learning immersion or learning confidence. Even though there was no effect of role rotation, the results did indicate that experience as a leader in simulation is associated with less learning immersion and confidence. These results suggest the need to carefully debrief the lead nursing student. Further, in order to prevent nursing instructor burn-out and encourage participation of students in learning, future work should examine increased repetition frequency.