• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.4
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• pp.339-351
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• 2023

Purpose: The purpose of this study is to identify the educational needs of virtual reality simulations that can be applied to novice nurses during the waiting period before starting work in a hospital. Methods: A convergent mixed methods was used. The survey data were collected from 230 novice nurses, and a focus group interview was conducted with 6 new nurses. The data were collected from November 2022 to January 2023. Descriptive statistics, a frequency analysis, independent t-test, and an Importance-Performance Analysis were performed using SPSS 24.0. Results: Appropriate topics for virtual reality simulation education were indicated to be medications and intravenous injections, which are high priority topics in quantitative and qualitative research. The novice nurses wanted group activity training three to four times a week for two weeks before beginning work in a hospital. They also wanted an immersive virtual reality system based on a real hospital environment. Conclusion: Based on the above results, this study provides basic data for the development of a virtual reality simulation education that can improve the adaptation of novice nurses to clinical practice. A strategy was suggested to utilize the waiting time before beginning work in a hospital as educational time.

• 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.

• Journal of Home Health Care Nursing
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• v.23 no.2
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• pp.147-154
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• 2016

Purpose: This study aimed to develop and apply simulation-based education, and to verify the effects of this type of education on nursing students' presence in education, systems thinking, and proactivity in problem solving. Method: Subjects were 69 senior college students recruited through convenient sampling. This study used a one-group pre-posttest quasi-experimental design. A structured survey was administered a week before and after provision of the simulation-based education once a week for 4 weeks. Data were analyzed using descriptive statistics and t-tests. Results: Teaching presence increased after the educational intervention; instructional design and organization, and aspect of direct facilitation subscales improved. Learning presence increased after the educational intervention; although cognitive presence did not change, emotional presence increased. With regard to emotional presence, perception and expression of one's emotional status increased, although emotional management did not change. Moreover, systems thinking increased. Among the subscales, team learning showed an increase after the educational intervention. However, there was no significant difference in proactivity in problem solving, although it showed an increase after the educational intervention. Conclusion: Based on the aforementioned study results, there is need to establish educational environments for qualitative teaching and learning presence, and devise strategies to increase learning effects with various teaching methods and type of content.

• Journal of The Korean Association of Information Education
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• v.26 no.2
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• pp.97-104
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• 2022

As the era of digital transformation begins in earnest, the importance of convergent thinking based on software, artificial intelligence, and big data is increasing. In line with these social needs, this study developed a 5th hour SW-STEAM education program using Monte Carlo simulation techniques for Mendelian inheritance in the field of life science. By programming and implementing Mendelian inheritance using Monte carlo simulation, the program was organized so that not only convergent thinking skills but also related knowledge could be understood in depth. In order to verify the validity of the developed education program, 11 experts in related fields were requested to test the content validity, and the validity was verified by meeting the CVR reference value of 0.59 suggested by Lawshe.

• International journal of advanced smart convergence
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• v.12 no.3
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• pp.13-18
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• 2023

This paper aims to investigate data features for neighbor path selection (NPS) in computer network with regional failures. It is necessary to find an available alternate communication path in advance when regional failures due to earthquakes or forest fires occur simultaneously. We describe previous general heuristics and simulation heuristic to solve the NPS problem in the regional fault network. The data features of general heuristics using proximity and sharing factor and the data features of simulation heuristic using machine learning are explained through examples. Simulation heuristic may be better than general heuristics in terms of communication success. However, additional data features are necessary in order to apply the simulation heuristic to the real environment. We propose novel data features for NPS in computer network with regional failures and Keras modeling for computing the communication success probability of candidate neighbor path.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.121-128
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• 2020

This study examined the effects and continuity of simulation-based KALS education training on the knowledge and self-efficacy of nursing students. The study participants were 41 nursing students in 4th grade in Gyeonggi-do. KALS education was conducted in January 2018. Data collection was conducted one month before and after KALS education and three months later to check the continuity of education. As a result, the knowledge of KALS before education, after education, and three months later were 8.65, 16.34 (p<.001), and 13.36 (p<.001), respectively. The self-efficacy of KALS before education, after education, and three months later were 2.37, 4.07, and 3.40 (p<.001), respectively. Therefore, simulation-based KALS education training is a suitable teaching method for enhancing the knowledge and self-efficacy of nursing students. On the other hand, re-education measures must be performed after three months to maintain the effectiveness of education.

• Journal of Korean Critical Care Nursing
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• v.3 no.2
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• pp.61-76
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• 2010

Purpose: This study was aimed to construct an algorithm of dyspnea emergency care and develop a simulation scenario for emergency care of dyspnea based on the algorithm. Methods: The first stage of this methodological study was to construct a preliminary algorithm based on a literature review, and content and clinical validity were established. Reflecting the result of content and clinical validity for this preliminary algorithm, simulation scenario was developed based on the modified Bay Area Simulation Collaborative scenario template. The content validity of this scenario was established, and clinical applicability was tested by applying this scenario to nurses. Results: The final simulation scenario of emergency care of dyspnea consisted of scenario overview, curricular integrity, and scenario script. The scenario was proceeded on 7 phases of the algorithm as follows; initial assessment, immediate emergency care, reassessment of dyspnea, monitoring respiratory failure, checking pulse if respiratory failure occurs, decision making on cardiopulmonary resuscitation or intubation, determining a differential diagnosis according to origin of dyspnea. Conclusion: The simulation scenario of emergency care of dyspnea developed in this study may provide a strategy of simulation education for emergency care of dyspnea for nurses.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.2
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• pp.227-236
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• 2014

Purpose: This study was designed to develop and evaluate the a web-based simulation program on patient rights education using integrated decision making model into values clarification for nurse students. Methods: The program was designed based on the Aless & Trollip model and Ford, Trygstad-Durland & Nelms's decision model. Focus groups interviews, surveys on learning needs for patient rights, and specialist interviews were used to develop for simulation scenarios and decision making modules. The simulation program was evaluated between May, 2011 and April, 2012 by 30 student nurses using an application of the web-based program evaluation tools by Chung. Results: Simulation content was composed of two scenarios on patient rights: the rights of patients with HIV and the rights of psychiatric patients. It was composed of two decision making modules which were established for value clarifications, behavioral objective formations, problems identifications, option generations, alternatives analysis, and decision evaluations. The simulation program was composed of screens for teacher and learner. The program was positively evaluated with a mean score of $3.14{\pm}0.33$. Conclusion: These study results make an important contribution to the application of educational simulation programs for nurse students' behavior and their decision making ability in protecting the patient rights.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.541-549
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• 2019

The purpose of this study was to test the effects of flip learning-based simulation practice education on the learning flow, learning confidence, communication skills, and clinical competence ability of nursing student. This study used a one group, pre-post test design. We collected the data from 65 4th grade nursing students. Flip learning-based simulation practice education was conducted from March 5th to April 17th, 2019. The collected data were analyzed using SPSS WIN 21.0 program. The result of study were follows. After the flip learning-based simulation practice education, there were significant increased in learning flow(t=-7.548, p<.001), learning confidence(t=-9.163, p<.001), communication skills(t=-6.506, p<.001) and clinical competence(t=-6.733, p<.001). After the flip learning-based simulation practice, clinical performance was found to be positively correlated with learning flow(r=.627, p<.001), learning confidence(r=.513, p<.001) and communication skills(r=.328, p<.008). learning flow and learning confidence(r=.528, p<.001), communication skills and learning flow(r=.332, p<.007) also showed a positive correlation. Therefore, flip learning-based simulation practice education for nursing student could be effective nursing education method.