• 한국간호교육학회지
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• 제26권2호
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• pp.198-207
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• 2020

Purpose: The purpose of this study was to explore the meaning of nursing students' experiences in virtual simulation practice. Methods: The participants were six nursing students who have experience in a virtual simulation. Data were collected from August to September 2019 through a focus group interview. Giorgi's phenomenological method was used for analysis. Results: The study results revealed 3 constituents and 6 sub-constituents that are essential for nursing student's experiences in a virtual simulation. The three constituents were: "Chaos in the virtual reality", "The process of adjusting to chaos", and "Becoming an independent nurse in a safe virtual reality". Conclusion: Based on the results of this study, the following suggestions are made. Results suggest the development of virtual simulations in Korean, the use of simulations as a group activity first, and the use of simulation between lecture and practice or in the regular curriculum. The results of the study can be used as primary data for providing virtual simulation in nursing education.

• Child Health Nursing Research
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• 제24권1호
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• pp.27-36
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• 2018

Purpose: The purpose of this study was to develop a model for handoff education for nursing students based on simulation using video and to identify educational effects of a simulated situation in pediatric care units. Methods: Data were collected from May 1 to 30, 2016. Participants were 84 senior nursing students in Seoul (video group: 43, simulation group: 41). Both groups were given a lecture and pre-briefing on handoff education. The simulation group had nursing practice on resolving health issues for respiratory distress using a high-fidelity baby simulator. The video group watched a video recording of a scenario based simulation, and used a summarized handoff situation to practice patient handoff to another student. Results: There was no significant difference between the two groups for handoff self-confidence, problem solving ability, handoff competence (self-assessment of students), or learning satisfaction. Self-confidence increased significantly in both groups. Handoff competency evaluated by the instructor was higher in the video group compared to the simulation group (t=2.33, p=.022). Conclusion: Nursing student education for handoff practice utilizing a video in the pediatric unit was more cost effective. Therefore, it could be a useful educational method for students in learning patient handoff practices and helpful for related research.

• 한국간호교육학회지
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• 제27권3호
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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.

• 과학교육연구지
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• 제38권3호
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• pp.703-717
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• 2014

물리에서 멘탈 시뮬레이션은 개념을 이해하거나 생성하기 위한 중요한 매커니즘이다. 만약 학생들이 멘탈 시뮬레이션에 어려움을 겪는다면 물리 개념의 이해 또한 어려워진다. 3차원 시뮬레이션 콘텐츠는 학생들에게 공간적 조작의 가이드를 제공함으로써 물리 개념 이해를 도울 수 있다. 이 연구에서는 빛의 직진 개념의 이해를 돕기 위한 3차원 시뮬레이션 콘텐츠를 개발하여 대학생 20명에게 적용하였다. 적용 결과, Hake gain이 0.93으로 수업에 대해 매우 높은 수준의 이해도를 보였다. 또한 학생들은 새로운 맥락에 대해서도 멘탈 시뮬레이션을 통해 현상을 잘 예측하였다. 이를 통해 3차원 시뮬레이션 콘텐츠를 통해 학생들의 개념 이해가 잘 이루어졌음을 알 수 있다.

• 한국산학기술학회논문지
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• 제21권4호
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• pp.525-537
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• 2020

본 연구 목적은 향후 시뮬레이션 기반 운영 과정에 대한 과학적 근거를 제공하기 위해 연구 결과를 종합적으로 검토함으로써 Jeffries 이론적 프레임 워크를 기반으로 한국의 간호 교육에서 시뮬레이션 기반 운영 프로세스의 현재 상태와 특성을 확인하는 것이다. 본 연구는 2017년 11월까지 "시뮬레이션"과"간호"라는 용어를 사용하여 한국 교육연구 정보원, 국립 도서관, 한국학 정보원 서비스 시스템, 국립 디지털 과학 도서관, 한국 과학 기술 정보원, KOREAMED, 한국 의료 데이터베이스 등 8개의 데이터베이스에서 한국어로 출간된 연구들을 검색했다 연구결과 16개의 연구가 확인, 검토 및 평가되었다. 문헌은 연구의 일반적인 특성, 운영 방법, 교수학습방법, 참여자 특성, 결과변수 및 이론적 틀이라는 주제로 분류되었습니다. 본 연구에서 분석한 한국의 간호 교육 시뮬레이션 과정은 NLN Jeffries 시뮬레이션 이론적기틀에서 제안된 주요 개념을 완전히 반영하지는 않았다. 추후 시뮬레이션 프로그램 개발자는 시뮬레이션 효율성을 향상시키기 위해 필수 구성 요소를 확인하고 다양한 전략을 고려하여 통합해야 할 것이다.

• Perspectives in Nursing Science
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• 제9권2호
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• pp.111-118
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• 2012

Purpose: This study investigated the effects of simulation-based nursing education (for the care of congestive heart failure patients) on self-directed learning competency, clinical knowledge and problem-solving ability among nursing students. Methods: A one-group, pre-post design was utilized with 87 nursing students as the subjects. The scenario of simulation-based nursing education was created using a high-fidelity patient stimulator, and consisted of four states ((1) assessment, (2) reviewing laboratory data and administering medications and treatments, (3) managing increased dyspnea and decreased urine output, and (4) handling the "getting better" state). The simulation-based nursing education included orientation, team-based learning, team-based practice, and debriefing. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests. Results: The scores on the factors for self-directed learning competency (t=-2.57, p= .011), clinical knowledge (t=-6.85, p<.001), and problem-solving ability (t=-3.01, p= .003) increased significantly after the education intervention. Conclusion: Simulation-based nursing education is useful in improving self-directed learning competency, clinical knowledge, and problem-solving ability in nursing students.

• 대한치과의사협회지
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• 제58권11호
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• pp.670-682
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• 2020

This research examined the difference in cognitive load and the virtual presence depending on auditory feedback and task difficulty in haptic-based dental simulation. In the field of dental education, practice-centered training using handpiece has been crucial because a practitioner's psychomotor experience has a significant impact on the mastery of treatment skills. For the novice, it is necessary to reduce errors in dental treatment to enhancing skill acquisition in the haptic practice. In the training process, the force-feedback is crucial to elaborate subtle movement to guide what to do and how it should be hard or soft. However, It is not easy to add force-feedback to generate kinetic experience training. As an alternative method, we examined that auditory feedback can help learners' skill training. In this study, we analyzed how the presence/absence of auditory feedback at the different levels of task difficulty impacts learners' psychological demand and virtual presence in the virtual reality simulation. For this study, 29 dental college students participated in a dental simulation. The participants were grouped into two conditions that are with and without auditory feedback. Additionally, two consecutive tooth preparation tasks with different levels of difficulty were used in the simulation. The auditory feedback condition gives alarms to a learner when he treats a non-targeted tooth with a virtual handpiece. The user's cognitive load and virtual presence were measured to examine the effects of auditory feedback. The results revealed that the main effect was found in cognitive loads. Also, a significant interaction effect was shown in the virtual presence. We discussed the effective design methods for the virtual reality-based dental simulation through the result of this study.

• 한국간호교육학회지
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• 제13권1호
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• pp.5-12
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• 2007

Purpose: The purposes of this study were to investigate nursing students' attitudes toward the elderly and to explore the effects of senior simulation on nursing students' attitudes. Method: For the purpose of the study, the program was performed on 223 nursing students in Gyung-gi. An Aging Semantic Differential Scale was utilized to evaluate attitudes toward the elderly. The senior simulation equipment consisted of a special spacesuit, glasses, gloves, and sand bag. Before and after the experiment subjects filled out questionnaires. Result: The attitude score before the experiment was 4.13, which indicates a neutral attitude, Nursing students' attitudes toward the elderly related significantly to religion, living with grandparents, volunteer work for the elderly, and acquired knowledge. The Senior simulation enabled nursing students' attitudes to turn positive toward the elderly. Conclusion: Senior simulation can affect nursing students' attitude toward the elderly. There is a need to develop routine education programs to maintain the positive attitude.

• 대한간호학회지
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• 제41권2호
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• pp.245-255
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• 2011

Purpose: This study was conducted to examine the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, clinical performance ability, and problem solving process in new nurses. Methods: An equivalent control group pre-post test experimental design was used. Fifty new nurses were recruited, 26 nurses for the experimental group and 24 nurses for the control group. The simulation-based cardio-pulmonary emergency care education included lecture, skill training, team-based practice, and debriefing, and it was implemented with the experimental group for a week in May, 2009. Data were analyzed using frequency, ratio, chi-square, Fisher's exact probability and t-test with the SPSS program. Results: The experimental group who had the simulation-based education showed significantly higher know-ledge (t=5.76, p<.001) and clinical performance ability (t=5.86, p<.001) for cardio-pulmonary emergency care compared with the control group who had traditional education but problem solving process was not included (t=1.11, p=.138). Conclusion: The results indicate that a simulation-based education is an effective teaching method to improve knowledge and clinical performance ability in new nurses learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team discussion on cognitive outcome of clinical nurses such as problem solving skills.

• 동서간호학연구지
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• 제26권2호
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• pp.118-129
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• 2020

Purpose: The purpose of this study was to analyze the topic trend of domestic simulation nursing education research using text network analysis(TNA). Methods: This study was conducted in four steps. TNA was performed using the NetMiner (version 4.4.1) program. Firstly, 245 articles from 4 databases (RISS, KCI, KISS, DBpia) published from 2008 to 2018, were collected. Secondly, keyword-forms were unified and representative words were selected. Thirdly, co-occurrence matrices of keywords with a frequency of 2 or higher were generated. Finally, social network-related measures-indices of degree centrality and betweenness centrality-were obtained. The topic trend over time was visualized as a sociogram and presented. Results: 178 author keywords were extracted. Keywords with high degree centrality were "Nursing student", "Clinical competency", "Knowledge", "Critical thinking", "Communication", and "Problem-solving ability." Keywords with high betweenness centrality were "CPR", "Knowledge", "Attitude", "Self-efficacy", "Performance ability", and "Nurse." Over time, the topic trends on simulation nursing education have diversified. For example, topics such as "Neonatal nursing", "Obstetric nursing", "Pediatric nursing", "Blood transfusion", "Community visit nursing", and "Core basic nursing skill" appeared. The core-topics that emerged only recently (2017-2018) were "High-fidelity", "Heart arrest", "Clinical judgment", "Reflection", "Core basic nursing skill." Conclusion: Although simulation nursing education research has been increasing, it is necessary to continue studies on integrated simulation learning designs based on various nursing settings. Additionally, in simulation nursing education, research is required not only on learner-centered educational outcomes, but also factors that influence educational outcomes from the perspective of the instructors.