• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.67-76
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• 2022

The purpose of this study was to identify the effects of high fidelity simulation-based education for cardiac arrest emergency nursing applied to nursing students on communication self-efficacy, communication competence, and educational satisfaction. For this study a nonequivalent control group non-synchronized post-test design was used. Participants were 42 nursing students who attended in one university and completed the self-report questionnaire. Data were analyzed through frequency, percentage, mean, standard deviation, x² test, and independent t-test using the SPSS 22.0 program. As a result, communication self-efficacy (t=2.87, p=.007), communication competence (t=2.96, p=.005) and educational satisfaction (t=4.75, p=<.001) were significantly higher than in the control group after high fidelity simulation-based education. High fidelity simulation-based education for cardiac arrest emergency nursing was able to improve communication self-efficacy, communication competence, and educational satisfaction for nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.177-189
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• 2016

This study examined the effectiveness of maternity nursing simulations using a high-fidelity simulator for undergraduate nursing students. One-group pretest-posttest design was used. The simulation-based education program consisted of three sessions, including the clinical scenarios about prenatal, childbearing and postpartum care. The program provided for 3 weeks in November 2014. Data was collected before and after the simulation education using self-reported questionnaires, which included simulation effectiveness, problem solving ability, communication skills and self-confidence in maternity nursing. The data of 83 participants were analyzed using the IBM SPSS 20.0 program. After simulation education, the overall score of the simulation effectiveness was 17.4 out of 26.0. Communication skill (t=4.58, p=<.001) and self-confidence in maternity nursing (t=9.70, p=<.001) increased significantly in the posttest. On the other hand, there was no significant change in the problem solving ability. The simulation effectiveness correlated significantly with the problem solving ability (r=.494, p<.001), communication skill (r=.361, p<.001), and self-confidence in maternity nursing (r=.497, p<.001) after simulation-based education. These findings suggest that the high-fidelity simulation in maternity nursing education could be used not only to enhance the nursing competency, but also to deal with the limitations of the clinical practicum in the current situation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.3
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• pp.1178-1185
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• 2012

The 4th year medical students were randomly divided and designated as group HF and LF, representing high and low fidelity simulations respectfully. Both groups performed OSCE on 2 topics(adult intubation and IV cannulation) with each composed of the same scenario. Each scenario was developed by a faculty in charge of clinical skill education with supervision from 2 other faculty members. High fidelity simulations were designed as in-situ simulations in real OR. Low fidelity simulations had the same scenarios but the environment was simulated only with a simple task trainer in the classroom. All students participated in series of survey using a Likert scale before and after the simulations. The provided data was anlayzed with paired T-test and Mann-Whiteney test(p<0.05). The post simulations self evaluation score for group HF was lower than pre-simulation self confidence score for both topics of adult intubation and IV cannulation where as for group LF, it was lower only for adult intubation(p<0.05). In group HF, the needs for clinical training on both topics increased after the simulation. In group LF, there was no significant change of needs for clinical training between pre and post simulation survey. This suggest that fidelity may be a helpful factor to improve the motivation of the students and further study on economical aspect should be addressed.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.850-861
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• 2014

The purpose of this review was to evaluate the effects of simulation-based education on clinical competence and confidence in nursing students and summarize the available evidence on the simulation-based intervention. A systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA Statement was conducted. Studies published between 2005 and 2014 were reviewed using the following databases: RISS, KISS, and Google Scholar. The keywords used were nursing and either simulation or simulator. Selected studies were assessed for methodological quality using Quality Assessment Tool for Quantitative Studies. Seventeen studies were identified, including a total of 1,912 nursing students. All the 16 studies found simulation as a valid strategy on clinical competence and confidence in nursing education. This review provides updated evidence for simulation-based learning in nursing education. Further studies are needed to increase generalizability using randomized controlled trials, enough sample size, and longitudinal study design. In addition, valid measurements are needed to assess the main outcomes.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.38 no.3
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• pp.249-257
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• 2010

Full authority digital engine control systems for gas turbine engines are replacing conventional mechanical control units rapidly. However, setting up design processes of controllers for high performance helicopter engines are not well known because of the complexity of the total system. This paper presents a high fidelity helicopter and engine simulation for control system design and analysis. Using this environment, a feedforward schedule was set up for a utility helicopter. The total engine simulation with the new controller showed better or equal performance compared to the total engine simulation with the pre-existing controller.

• 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 Digital Convergence
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• v.16 no.2
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• pp.203-213
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• 2018

Purpose. This study was conducted to identify effects of the high fidelity simulation for nursing students. Methods. A non-equivalent quasi-experimental design was used to experimental group (N=43) and control group (N=39) for 8 weeks, 5 times from September 26 to November 9, 2013. Clinical performance was measured by using standardized patients. Critical thinking was measured through the questionnaire and clinical judgement was measured through observation by Lasater's rubric. Results. Clinical performance (F=211.15, p<.001), critical thinking (t=3.00, p<.004) and clinical judgement (t=7.60, p<.001) were significantly higher in experimental group with simulation education program than control group. Conclusion. Simulation education program were effective to improve clinical performance, critical thinking disposition and clinical judgement for nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.95-107
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• 2017

Purpose: The aim of this study was to assess the efficacy of web-based simulation and high-fidelity simulation on acute heart disease patient care. Methods: The project used a comparative study design with two simulation-based training modalities. A total of 144 nursing students participated in this study: 76 students in a web-based simulation, and 68 students in a high-fidelity simulation. Participants rated their self-efficacy, problem-solving ability, interest in learning, level of stress, satisfaction with the simulation experience, and level of difficulty of the simulation. Results: The scores for self-efficacy, problem-solving ability, and interest in learning including interest in clinical training in the high-fidelity simulation group was higher than in the web-based simulation group. However, there were no significant differences in interest in learning, including interest in nursing knowledge, and in lab training, level of stress, satisfaction with the simulation experience, and level of difficulty of the simulation. Conclusion: A high-fidelity simulation of acute heart disease patient care might be beneficial to developing many more abilities for nursing students than would a web-based simulation. Also, since the web-based simulation improved interest in nursing knowledge, it could be a viable alternative to high-fidelity simulation. Further study is needed to verify the effects of varied levels of simulation-based care with more rigorous outcomes.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.3
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• pp.227-239
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• 2021

Purpose: This study used an exploratory sequential approach (mixed methods) design to explore essential meaning through comparing and analyzing the experiences of nursing students in virtual simulation practice and high fidelity simulation practice education in parallel. Methods: The study participants were 20 nursing students, and data were collected through focus group meetings from July 17 to August 5, 2020, and via online quantitative data from November 10 to November 15, 2020. The qualitative data were analyzed using Giorgi's phenomenological method, and the quantitative data were analyzed using descriptive statistics, the Mann-Whitney U test, Kruskal-Wallis H test analysis of variance and Spearman's ρ correlation. Results: The comparison between the two simulation training experiences was shown in five contextual structures, as follows: (1) reflection of the clinical field, (2) thinking theorem vs. thinking expansion, (3) individual-centered learning vs. team-centered learning, (4) attitudes toward participating in practical training, (5) metacognition of personal competency as a prospective nurse, and (6) revisiting the method of practice training. There was a positive correlation between satisfaction with the practice and the clinical judgment ability of high fidelity simulation, which was statistically significant (r=.47, p=.036). Conclusion: Comparing the experiences between virtual simulation practice training and high fidelity simulation practice training, which has increased in demand due to the Coronavirus Disease-2019 pandemic, is meaningful as it provides practical data for introspection and reflection on in-campus clinical education.

• Korean Parent-Child Health Journal
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• v.20 no.1
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• pp.10-17
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• 2017

Purpose: This study was conducted to investigate the effects of simulation-based education using high-fidelity simulator and standardized patient in nursing care for children with fever on nursing students. Methods: A total of 166 senior nursing students who completed pediatric nursing practicum courses participated in this study. The single group study design with pretest and posttest was used. The simulation education was provided for 200mins including orientation, simulation preparation, simulation practicum, and debriefing. Pre and post surveys were performed using questionnaires on clinical performance competency, communication skills, critical thinking disposition and self-confidence. Results: The mean scores of clinical performance competency (t=-2.56, p<.05), communication skills (t=-6.39, p<.001), critical thinking disposition (t=-3.43, p<.001), and self-confidence (t=-3.72, p<.001) in posttest were significantly higher than those in pretest. Also, clinical performance competency in nursing care for children with fever has significant relationships with communication skills, critical thinking disposition and self-confidence. Conclusion: The results indicate that simulation-based education using high-fidelity simulator and standardized patient is an effective strategy for improving clinical performance competency, communication skills, critical thinking disposition and self-confidence in nursing students. Further study is needed to verify the effects.