• Journal of Digital Convergence
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• v.20 no.1
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• pp.481-488
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• 2022

This study was conducted on 130 nursing college students who had experience taking simulation learning to confirm the relationship between simulation learning and nursing competency. Participant's satisfaction and confidence were positively associated with overall nursing competency and patient safety. The teaching method and design of the facilitator were also positively correlated with overall nursing competency, and participants' age and simulation design was a predictive factor explaining 21.5% of the nursing competency. In applying simulation to develop nursing competency, it is necessary to consider the satisfaction and confidence of participants and to systematically diversify the teaching method and design.

• Journal of Convergence for Information Technology
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• v.7 no.6
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• pp.1-7
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• 2017

This study examined the effects of simulation-based practice on competence and satisfaction in nursing students. We collected the data from 189 4th grade nursing students. Simulation-based practice was conducted from August 28th to November 27th, 2015. The collected data were analyzed by SPSS 21.0 program. As the result of simulation-based practice, significant improvement was found in competence (t=-14.42, p<.001) and satisfaction($4.53{\pm}.58$). Simulation-based practice can help students to improve their overall abilities in clinical practices and increase their satisfaction in result. Therefore we suggest that more systematic and continual simulation-based practice should be applied in nursing education.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.49-56
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• 2023

This study is a qualitative study that explores the essential meaning of nursing through a simulation curriculum targeting nursing students. In this study, 18 students, who were 4th grade nursing students at a university in M city, Gyeongsangbuk-do, completed a simulation during the curriculum. Data collection was done through free-form reports and interviews to help students understand the part of nursing they thought through simulation classes. The collected data was analyzed using Krippendorff's phenomenological method. As a result of analyzing the meaning of nursing through simulation class, 3 categories, 10 topics, and 28 meaningful statements were derived. The three categories were derived as 'virtual nursing', 'thinking nursing', and 'together nursing'. As a result of this study, nursing students were seeking their own solution to solve nursing in unpredictable situations based on the philosophy of nursing through virtual simulation. It is expected that this will be used as basic data to develop various and in-depth simulation education programs in the future.

• Journal of the Korea Convergence Society
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• v.12 no.10
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• pp.333-342
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• 2021

The purpose of this study is to compare the differences in transfer motivation and learning self-efficacy before and after applying virtual simulation for nursing in psychiatric nursing practice, and to provide them as basic data for effective psychiatric practical education. This study was conducted from October to December 2020. The subjects were 41 people who were enrolled in the third year of a located in U city, and who had received psychiatric nursing practice education using virtual simulation for nursing. Data were analyzed by paired t-test and pearson's correlation coefficient. After practice compared to before psychiatric nursing practice with virtual simulation nursing applied, transfer motivation was significantly increased and learner self-efficacy increased, but it was not statistically significant. Therefore, It was confirmed that psychiatric nursing practice education using virtual simulation for nursing is partly an effective practice strategy.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.235-254
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• 2017

The purpose of this study was to develop a nursing management case simulation (NMCS) framework based on the five components of nursing management process and to apply it to clinical nursing practice of nursing college students. The subjects of this study were NMCS reports submitted by the 4th grade 105 nursing students of an university. The research tool is a simulation framework for nursing management practice. It reflects the brainstorming and debriefing process used in the previous simulation exercise based on the five elements of planning, organization, human resource management, directing and control of the nursing management process respectively. As a result of the study, 32 nursing management cases were found to have 79.6% correct rate, 11.6% concept error rate, and 5.6% classification error rate in the first brainstorming and debriefing process for the five components of nursing management process. On the other hand, in the second brainstorming and debriefing process, 94.6% correct rate, 0.0% concept error rate, and 4.4% classification error rate. Based on these results, the NMCS framework developed in this study can be applied to the nursing management theory and practice course of nursing college students as well as simulation based job training and maintenance educations for clinical nurses. Therefore, we propose follow-up studies in various clinical nursing settings and a longitudinal cohort study to investigate the effect of nursing management job skills of nursing college students after graduation.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.401-409
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• 2021

This study was performed to identify the difference in nursing process competency, critical thinking disposition and self-efficacy after applying virtual reality simulation education. The data were collected from 31 nursing college students using URL from February to April 2021 and analyzed SPSS 22.0. The pretest and posttest result of each group showed statistically significant improvements in nursing process competency(t=-3.776, p=.001), critical thinking disposition(t=-3.608, p=.001) and self-efficacy(t=-3.580, p=.001). As a result of this study, it was found that virtual reality simulation education improve nursing process competency, critical thinking disposition and self-efficacy of nursing students. Therefore, virtual reality simulation education will be the basis for preparing effective clinical practice education strategies for nursing students. It is suggested to have follow-up studies on virtual reality simulation education and various scenarios should be developed.

• Child Health Nursing Research
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• v.19 no.2
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• pp.111-119
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• 2013

Purpose: This research was a descriptive study of nursing activities observed in nursing simulation during a senior nursing student practicum. Content and frequencies of nursing activities during the simulation practice were identified. Methods: Thirty-six episodes of pediatric nursing simulation were videotaped. Both verbalizations and descriptions of nonverbal behaviors were recorded from the videotapes. The data were coded and analyzed. The coded nursing activities were evaluated for frequency and purpose of interaction. Results: Average time per simulation episodes was 27 minutes and ranged from 3.30 to 32.54 minutes. Nursing activities in these simulation episodes included nursing assessments such as vital sign measurement, associated symptom assessment, and check of patient condition, nursing interventions such as medication, tepid water massage, fluid therapy, provision of oxygen, suctioning, hyperglycemia and hypoglycemia management, communication such as parent education, procedure guidance, and communication among providers. Activities in assessment were most frequent, and among them, vital sign measurement and check of patient condition were more frequent than others. Conclusion: Students showed enhanced nursing activities such as more frequent nursing assessment, communication and interventions in their simulation experience. Therefore simulation experience can be considered as one strategies to provide nursing students with better and more intense practicum experience.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.353-361
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• 2024

Simulation education is a method that allows learners to learn repeatedly in realistic simulated situations. It solves the limitations of clinical practice that lacks direct nursing performance and is useful for acquiring and developing the knowledge, nursing skills, communication skills, learning self-efficacy, and clinical reasoning required for nursing students. The purpose of this study was identify the effects of High fidelity simulation-based education on communication ability, learning self-efficacy and clinical reasoning of nursing students. The subjects were 84 nursing students who were enrolled in the senior who had received simulation training using dysphagia patient care scenario. Data were analyzed using SPSS/WIN 22.0. As a result, There was a statistically significant difference in the communication ability, learning self-efficacy, clinical reasoning. And the mean score of simulation effectiveness is 2.64 points (a perfect score of three). Therefore, In order to improve the communication ability, learning self-efficacy and clinical reasoning of nursing students, it is necessary to develop and apply realistic scenarios that reflect various clinical situations.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.417-423
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• 2020

The purpose of this study was to evaluate the effects of clinical practice and simulation-based practice for Women's Nursing Practice in terms of practice satisfaction, practice stress and clinical competence. The participants were male students in the second and third grades in nursing and total 63 students, 34 in the experimental group, and 29 in the control group. The experimental group participated in simulation-based practice for 6 Weeks, five hours and the control group participated in clinical practice at maternity ward for 10 days, nine hours each. The experimental group showed higher level of practice satisfaction (p<.001), practice stress (p= .048) and clinical competence (p= .030) compared to the control group. Simulation-based practice is an effective learning method for Women's nursing and can be used as the alternative for clinical practice. However, stress management strategies are needed for simulation-based practice.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.563-571
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• 2022

This study aimed to examine the effects of simulation-based neonatal nursing care education on the communication competence, self-efficacy, clinical competency. A one-group pre-and post test design was used. A total of 122 students participate. Data was collected from May 3 to June 4, 2021, using self-report questionnaires only for students who understood the purpose of the study and gave written consent to participate. For the simulation-based neonatal nursing care education, a total of three steps of preparation for scenario implementation, scenario implementation, and debriefing were applied in groups of 3-4 people of 4.5 hours. As a result of this study, it was found that the simulation-based neonatal nursing care education had statistically significant improvement in communication competence, self-efficacy, clinical competency. Through the results of this study, it was confirmed that simulation-based education in the nursing care of children can be an effective teaching-learning method that can supplement the observation-oriented clinical practice of child nursing for nursing students.