• 대한간호학회지
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• 제43권2호
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• pp.185-193
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• 2013

Purpose: Simulation-based learning has become a powerful method to improve the quality of care and help students meet the challenges of increasingly complex clinical practice settings. The purpose of this study was to identify the learning effects using high-fidelity SimMan and multi-mode simulation. Methods: Participants in this study were 38 students who were enrolled in an intensive course for a major in nursing at R college. Collected data were analyzed using Chi-square, t-test, and independent t-test with the SPSS 18.0 for Windows Program. Results: There were no statistically significant differences in learning effects between high-fidelity SimMan and multi-mode simulation group. However, skills in clinical performance in the high-fidelity SimMan group were higher than in the multi-mode group (p=.014), communication in clinical performance in multi-mode simulation group was higher than in the high-fidelity SimMan group (p<.001). Conclusion: Multi-mode simulation with a standardized patient is an effective learning method in many ways compared to a high-fidelity simulator. These results suggest that multi-mode simulation be offered to students in nursing colleges which cannot afford to purchase a high-fidelity simulator, or offered as an alternative.

• 부모자녀건강학회지
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• 제20권1호
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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.

• 한국간호교육학회지
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• 제23권3호
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• pp.319-329
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• 2017

Purpose: This study evaluated the acquisition and retention effects on diabetes knowledge and academic self-efficacy of patient simulation-based hypoglycemia scenario using a high-fidelity simulator. Methods: A nonequivalent control group pretest/posttest repeated measures quasi-experimental design determined if nursing simulation using a high-fidelity simulator helps students acquire and retain diabetes knowledge and academic self-efficacy. A total of 101 nursing students from two universities participated in this study, comprising the experimental and control groups. The experimental group (n=52) at a university in S city comprised participants in an adult nursing class, nursing practicum, and simulation education. The control group (n=49) at a university in C city participated in an adult nursing class and nursing practicum without simulation education. Results: The experimental group had statistically significant group-time interaction effects on diabetes knowledge (p=.044) and self-confidence (p<.001) of academic self-efficacy compared to the control group. Conclusion: The results indicated that the patient simulation-based hypoglycemia scenario using a high-fidelity simulator applied to nursing education is useful in encouraging nursing students to engage in strategies with acquisition and retention effects, enhancing their diabetes knowledge and self-confidence of academic self-efficacy. Therefore, educators should use simulation programs effectively with nursing classes and practicum to enhance the effects of nursing competencies.

• 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.

• 여성건강간호학회지
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• 제18권4호
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• pp.312-320
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• 2012

Purpose: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. Methods: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. Results: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). Conclusion: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.

• 기본간호학회지
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• 제22권2호
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• pp.180-189
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• 2015

Purpose: The purpose of this study was to identify the types of errors that occurred and were recovered in a simulated transfusion scenario by nursing students. Methods: Twenty-eight teams of a total of 89 nursing students participated in a transfusion simulation using a high fidelity simulator. Data were collected by observing rule based errors and built in errors recovered according to the framework of Eindhoven model. Reflective journaling was used to identify perceived safety-threatening errors and commitment to improvement. Data were analyzed using descriptive statistics. Results: All teams committed the rule based errors in the scenario. The most common errors occurred in the coordination category related to communication with physician. Most of students perceived the transfusion reaction as a safety-threatening error. Conclusion: The findings indicate that students lack patient safety competence. The simulation training to decrease errors and improve safe practice provides nursing students with an effective strategy to develop patient safety competence.

• 한국산학기술학회논문지
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• 제19권10호
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• pp.540-548
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• 2018

본 연구는 간호대학생을 대상으로 한 고성능 인체 환자 모형(high-fidelity simulator) 시뮬레이션 교육 평가를 위해 Satisfaction with Simulation Experience (SSE) scale의 타당도 및 신뢰도를 검증하는데 목적이 있다. 연구 대상자는 2개 지역, 2개 대학교 4학년 간호대학생 174명이다. 수집된 자료는 SPSS/WIN 22.0을 이용하여 분석하였으며, 구성타당도 검정(요인분석, 집단비교법), 신뢰도 검정(내적 일관성 신뢰도)을 시행하였다. 요인분석 결과, 17개 문항, 3개의 요인이 나타났으며, 71.581%의 설명력을 보였다. 집단비교법 결과, 시뮬레이션 교육 만족도는 학교생활 만족도, 학교 성적에 따라 유의한 차이를 보였다. 또한 전체 문항의 내적 일관성신뢰도는 .945였으며, 하위영역별로 'Debrief(디브리핑)'은 .929, 'Clinical learning and reflection(임상 학습과 반영)'은 .908, 'Clinical reasoning(임상 추론)'은 .860이었다. 간호대학생의 고성능 인체 환자 모형 시뮬레이션 만족도는 평균 3.92점이었다. 본 연구 결과는 추후 고성능 인체 환자 모형 시뮬레이션 교육을 받은 간호대학생의 만족도 평가에 활용될 것으로 사료되며, 간호 시뮬레이션 교육 개발 및 적용 발전에 기초가 될 것이다.

• 한국콘텐츠학회논문지
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• 제12권5호
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• pp.293-302
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• 2012

본 연구는 환자시뮬레이터활용교육에 따른 간호대생의 자기주도적 학습능력과 집단효능감 변화를 파악하고자 시도한 단일군 전후 실험연구이다. 대상자는 환자시뮬레이터활용교육을 받은 적이 없는 2학년 전체 학생 중 통합실습과목에 등록하고 연구에 동의한 92명이었다. 환자시뮬레이터활용교육은 팀활동학습, 술기훈련, 환자시뮬레이터를 이용한 팀시뮬레이션, 디브리핑으로 구성되어 12주간 운영되었다. 사전 자료수집은 2010년 8월 23일에서 27일까지 이루어졌고 사후 자료수집은 12주간의 환자시뮬레이터수업을 수행한 후 2010년 11월 29일에서 12월 3일 까지 시행되었다. 환자시뮬레이터활용교육 전 후로 자기주도학습능력의 증가(t=4.24, p=0.000)는 통계적으로 유의미하였으나 집단효능감의 증가는 유의한 효과를 나타내지 못하였다. 이러한 결과에 근거하여 환자시뮬레이터활용교육은 간호대생의 자기주도적 학습능력 향상에 영향을 미치는 교육전략임을 알 수 있다.

• 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.

• 한국산학기술학회논문지
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• 제17권3호
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• pp.177-189
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• 2016

본 연구는 간호대학생에게 고충실도 시뮬레이터를 활용한 모성간호 시뮬레이션 교육을 적용하고, 그 효과를 평가하기 위한 단일군 전후설계 유사실험연구이다. 간호학과 4학년에 재학 중인 학생들에게 고충실도 환자 시뮬레이터를 활용하여 임부, 산부, 산욕부 간호에 대한 시뮬레이션 교육을 실시하였고, 교육기간은 2014년 11월 10일부터 3주간이었으며, 차시별 3시간씩 총 9시간에 걸쳐 진행되었다. 교육 전후 설문을 통해 자료수집을 실시하였고, 분석에 사용된 대상자 수는 83명이었다. 수집된 자료는 IBM SPSS Statistics 20.0 프로그램을 이용하여 실수와 백분율, 평균과 표준편차, paired t-test, independent t-test, Pearson's correlation coefficients를 분석하였다. 시뮬레이션 교육 후 시뮬레이션 효과성은 총점 26점 만점에 17.4이었으며, 시뮬레이션 교육 전과 후에 의사소통능력(t=4.58, p=<.001)과 모성간호 수행에 대한 자신감(t=9.70, p=<.001)은 유의하게 향상되었으나, 문제해결능력에는 차이가 없었다. 임상실습에 만족하는 경우에 시뮬레이션 교육 후 시뮬레이션 효과성(t=2.09, p=.040), 문제해결능력(t=3.13, p=.002), 의사소통능력(t=3.54, p=.001), 모성간호 수행에 대한 자신감(t=2.64, p=.010)이 유의하게 높은 것으로 나타났으며, 시뮬레이션 효과성은 문제해결능력(r=.494, p<.001), 의사소통능력(r=.361, p<.001) 및 모성간호에 대한 자신감(r=.497, p<.001)과 유의한 양의 상관관계가 있었다. 따라서 현 임상실습의 한계에 대한 대안이자, 학생들의 임상 간호에서 필요한 역량을 강화하기 위한 전략으로써 고충실도 시뮬레이터를 활용한 모성간호 시뮬레이션 교육이 적용될 수 있으며, 이 때 학습 과정 동안 학습자의 학습경험이 학습성과로 이어질 수 있도록 하기 위한 체계적인 시뮬레이션 교수학습 전략이 필요할 것이다.