• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7812-7819
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• 2015

Nursing students experienced anxiety and fear of building relationships with psychiatric patients due to lack of professional knowledge about metal illness and skill to take care of the patients. The simulation education is known as an effective teaching-learning method since being performed in a non-threatening environment similar to clinical setting. The purpose of this nonequivalent quasi-experimental study was to identify the effect of simulation on anxiety and self-confidence about the psychiatric-mental health nursing practice. The third year nursing students at a three year nursing program were participated in this study. For the experimental group (N=28) the simulation education using the standardized patient based on the scenario for patients with schizophrenia was performed, and for the control group (N=18), the debated education applying the case study same as for the experimental group was made in the class. Using SPSS, t-test and ANCOVA were analyzed to compare the anxiety and self-confidence between the experimental and control groups. As a result of the study, the anxiety score on psychiatric-mental health nursing clinical practice of the experimental group significantly decreased, compared to that of the control group, but the self-confidence score for the performance of psychiatric nursing care showed no significant differences between the groups. Accordingly the simulation education can be an effective educational method to reduce anxiety about psychiatric-mental health nursing clinical practice for nursing students.

• Women's Health Nursing
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• v.25 no.2
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• pp.125-128
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• 2019

• Women's Health Nursing
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• v.26 no.1
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• pp.61-71
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• 2020

Purpose: This study was conducted to investigate the effects of problem-based learning-integrative simulation practice (PBL-ISP) on nursing knowledge, critical thinking, problem-solving ability, and immersion among nursing students. Methods: The study used a nonequivalent control group post-test design. A PBL-ISP educational program was provided to the experimental group, and hands-on practice using a high-fidelity simulator (HFS) was administered to the control group. There were 42 subjects in the experimental group and 40 in the control group. Data were collected during the fall semester of 2019. Using SPSS for Windows version 23.0, data were analyzed in terms of frequency, percentage, mean, standard deviation, the chi-square test, t-test, and Pearson correlation coefficients. Results: Significant differences between the experimental and control groups were found in nursing knowledge (t=3.67, p<.001), critical thinking (t=3.40, p=.001), problem-solving ability (t=3.52, p=.001) and immersion (t=4.44, p<.001). Conclusion: PBL-ISP was more effective in improving nursing knowledge, critical thinking, problem-solving ability, and immersion than was hands-on practice using an HFS.

• Journal of Korean Academy of Nursing
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• v.49 no.1
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• pp.92-103
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• 2019

Purpose: This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students. Methods: In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test. Results: The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28, p=.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=-6.49, p<.001) and clinical judgment (t=-4.71, p<.001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53, p=.128) and satisfaction (t=1.28, p=.202). Conclusion: The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.1
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• pp.324-330
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• 2016

This study examined the effects of simulation training for nursing students who completed one year of basic nursing education. The study focused on effects of simulation training exercises on areas including self-resilience, self-efficacy, and satisfaction during the course of study. The raw experimental study of a single group was a pre-post design. The general characteristics and ego resilience were measured to analyze the effects of simulated training, self-efficacy, a major pre-acquisition and satisfaction. The improvements of the self-resilience (t=-7.38,p<.001) and self-efficacy (t=-4.93,p<.001), Major satisfaction (t=-5.28,p<.001) were statistically significant. Therefore, the simulation training has a positive effect on nursing students in terms of the self-efficacy, major satisfaction. The purpose of this research is significant in that it is presented before the nursing college students begin clinical practice as the starting time of simulation training.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.4
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• pp.1654-1664
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• 2012

This study was conducted to test whether the education program consisted with knowledge about professional care for elderly and content of elderly simulation experience to improve empathy had positive effects on attitude and intention to practicing nursing care toward elderly. According to the study results, It was appeared that the experimental group provided both knowledge and elderly simulation experience showed more positive attitude toward elderly(t=2.56, p=.026) and intention to practicing nursing care for elderly(t=6.73, p=.003), compared with the group provided knowledge only. However, after experiencing elderly simulation program, the attitude toward elderly(t=1.22, p=.170) and intention to practice nursing care for elderly(t=-0.08, p=.470) in experimental group improved very little or so, whereas the attitude toward elderly(t=-2.33, p=.012) and intention to practice nursing care for elderly(t=-1.08, p=.150) in comparison group became even worse.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.661-670
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• 2019

The purpose of the study was to review the evidence of effects of virtual reality (VR) technology in nursing education. Four databases were searched for articles publised until November 2018 that databases include PubMed, Proquest (nursing and allied health), CINAHL, & RISS. Key word used for search include 'education, nursing', 'simulation', 'skill training', 'virtual reality' and 'VR'. Of 695 papers searched, Seven studies were selected for data analysis. Of seven studies, five studies used quasi-experimental design and two used one group design. There were two studies used VR technology for skill training and five were scenario based VR simulation program. Studies evaluated outcomes including students performance, time spent on practice, self-efficacy and communication ability that most studies reported positive effects while some figures were not statistically significant. The findings of this study provides evidence of nursing education program using VR, however, additional research with rigorously designed studies using systematized measurements for study outcomes are required. In addition, comparison with existing skill training and simulation education should be considered in the future studies.

• 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 Digital Convergence
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• v.18 no.8
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• pp.271-279
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• 2020

Simulation practice training is used in nursing education as an education method to improve the adaptability to the clinical field, but responds to unpredictable situations and negatively affects practice satisfaction. This study applied a team-based learning utilizing a pre-briefing inequality controls ago to investigate the effect of self-efficacy, simulation practice satisfaction and clinical performance of the nursing college in the simulation based nursing education and after quasi-experimental study. Data collection in the fourth grade and P University Nursing 72 peoples, the study period is from November 15 from October 14, 2019. As a result, the experimental group that applied team-based learning using pre-briefing showed higher self-efficacy, simulation practice satisfaction, and clinical performance than the control group. Therefore, applying team-based learning to the pre-briefing process can be an important learning strategy for simulation practice training, and suggests a follow-up study to confirm the effectiveness by standardizing the pre-briefing step later.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.236-248
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• 2013

This study was to develop the simulation learning scenario using standardized patients, and to evaluate the effect of it. This study was a pre-post test design with a single group and participants were recruited from fourth-year nursing students at a university. This study has developed the case scenario for a patient with spontaneous intracerebral hemorrhage and the simulation learning using standardized patients, which was applied in this study, had improved problem solving ability and clinical performance ability on nursing students. Through this study, the nursing student will grow up to be a professional nurse by learning the nursing assessment including consciousness assessment. Also, the simulation learning scenario using standardized patient should be developed in the various fields.