• The Journal of Korean Academic Society of Nursing Education
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• v.30 no.2
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• pp.113-123
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• 2024

Purpose: This study aimed to examine the mediating effect of learning immersion in clinical simulations on the relationship between nursing student learning motivation and achievement in clinical simulation. Methods: This study was conducted using a cross-sectional survey with 184 nursing students from two universities who participated in clinical simulation between September and December 2022. The participants completed a self-administered questionnaire, and the collected data were analyzed using independent an independent t-test, Mann-Whitney U-test, one-way ANOVA, Pearson's correlation coefficient, and multiple regression analysis to identify the mediating effects of learning immersion on the relationship between nursing student learning motivation and achievement. Results: Among the subvariables of nursing student learning motivation, task value and self-efficacy for learning and performance had a significant effect on learning immersion (respectively, β=.36, p=.001; β=.31, p<.001) and learning achievement (respectively, β=.48, p<.001; β=.38, p<.001). With the input of learning motivation variables, the direct effect of learning immersion on learning achievement was significant (β=.20, p=.003), and the effects of learning motivation and task value and self-efficacy on learning achievement was reduced after controlling for learning immersion, which is a mediating variable (respectively, β=.41, p<.001; β=.32, p<.001). The bootstrapping test to confirm the mediating effect of learning immersion was also significant (task value 95% confidence interval [95% CI], 0.02~0.20; self-efficacy 95% CI, 0.01~0.12). Conclusion: The results of this study suggest that simulation educators should consider learners' motivation and immersion when organizing and operating clinical simulations.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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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.

• The Journal of the Convergence on Culture Technology
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• v.4 no.1
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• pp.119-128
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• 2018

In this paper, The purpose of this qualitative research was to explore the experience of a nursing simulation practice focused on patients with cardiac arrest with 50 4th-year nursing students who participated the simulation practical education. The data collection period was from 12/4/2017 to 12/6. Subjects were asked to write a self-reflection journals with a narrative style in order to explore the cardiac arrest simulation practice experience. Data were analyzed using Thematic Analysis by Braun & Clarke. The results were "Expectation for types of simulation education", "A great deal of regret", "Pre-experience in cardiac arrest situation", "Cognition in the importance of team interaction", "Active reaction", "Extended role from a nursing student to a nurse." The results indiate that understanding the experience of a nursing simulation education for nursing students will be able to be used as baseline data which is needed to manage the method of the simulation education effectively.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.3
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• pp.392-400
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• 2011

Purpose: This study was done to provide fundamental data to develop a simulation application working practice module and to develop a strategy that would improve team efficacy of students, as well as interpersonal understanding, and proactivity in problem solving after using the team based learning simulation. Methods: The participants were students in fourth year in C University and they participated in the simulation learning for 8 weeks from October to December 2010. The variables of team efficacy, interpersonal understanding, and proactivity in problem solving were measured and data were analyzed using SPSS WIN 17.0 program. Results: After applying the team based simulation learning, students' team efficacy, interpersonal understanding, and proactivity in problem solving improved significantly. Conclusion: The results indicate that the simulation module in this study gave the students experience in providing available and safe nursing care under conditions similar to reality and also underlined the importance of team competency for student nurses in caring for patients.

• Journal of Korean Critical Care Nursing
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• v.16 no.2
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• pp.42-53
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• 2023

Purpose : This retrospective mixed-methods study aimed to explore key considerations for designing effective simulated education in nursing, focusing specifically on the recognition and response to deteriorating patients. Methods : Quantitative and qualitative data were analyzed to assess the clinical judgment and performance of the nursing students. Descriptive statistics were used to analyze quantitative data related to prior knowledge, simulation satisfaction, clinical judgment, and nursing performance during deteriorating patient simulations. Qualitative content analysis was conducted for the reflective journal entries of the participants. Results : Quantitative analysis showed that most participants demonstrated a "being skillful" level of clinical judgment (33.1%) in effective response. At the beginner level, clinical judgment varied across effective noticing(39.7-82.8%), effective interpretating(77.6-82.8%), effective responding(3.4-86.2%), and effective reflecting(90.0-95.4%). Nursing performance in assessing patient respiration or SpO2 after request from a physician ranged from 46.6-48.3%. Qualitative analysis indicated that 48.5% of the participants anticipated a deteriorating condition and initiated appropriate actions, while 70% noticed patient unresponsiveness for the first time. Conclusion : To design an effective simulation program for identifying and addressing deteriorating patient care, a framework for observation and interpretation is essential, along with regular simulated training. It is important to design and assess simulation programs and to conduct thorough interviews with nursing students to gain insight into their clinical decision-making.

• Quality Improvement in Health Care
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• v.30 no.1
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• pp.132-152
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• 2024

Purpose: This study aimed to identify and evaluate interprofessional education (IPE) interventions for healthcare professional students in East Asian countries. Methods: The reporting of this study followed the Preferred Reporting Items of Systematic Reviews and Meta-Analysis guidelines. A literature search was conducted using seven electronic databases: PubMed, EMBASE, CINAHL, Scopus, Web of Science, ERIC, and ProQuest Dissertations & Theses Global. Joanna Briggs Institute Critical Appraisal Checklists were also used to appraise the quality of the included studies. The outcomes of IPE interventions were classified based on a modified Kirkpatrick model. Results: This review included 30 studies predominantly conducted in Singapore, South Korea, and Taiwan. The prevalent research design was a one-group pre-posttest design, and most IPE interventions occurred as single events. Approximately 70% of the studies involved students from two healthcare professions, mainly nursing and medicine. Simulations, group discussions, and lectures have emerged as the most common teaching methodologies, with almost half of the studies leveraging a combination of these techniques. The IPE content primarily focused on interprofessional teamwork, communication, and clinical patient care situations; these included the management of septic shock. The effectiveness of the IPE interventions was mainly evaluated through self-reported measures, indicating improvements in attitudes, perceptions, knowledge, and skills, aligning with Level 2 of the modified Kirkpatrick model. Nonetheless, the reviewed studies did not assess changes in the participants' behavior and patient results. Conclusion: IPE interventions promise to enhance interprofessional collaboration and communication skills among health professional students. Future studies should implement rigorous designs to assess the effectiveness of IPE interventions. Moreover, when designing IPE interventions, researchers and educators should consider the role of cultural characteristics in East Asian countries.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.255-266
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• 2020

This study conducted a systematic literature review on nursing students to find out the types and composition of patient safety-related education programs. The research was conducted systematically using PRISMA. The patient was a nursing college student, and the intervention was patient safety education. The outcome was either numerical or descriptive reports of the results measured using the tool. The types of research were carried out including randomized design, quasi-experimental design, one-group design, survey and qualitative research. The paper was searched through Medline, Embases, CINAHL, DBpia, Riss and KISS. A total of 2,468 papers were searched in the search results, and nine papers were used for analysis as a result of extracting data according to PICO. The characteristics of patient safety education of nursing college students were classified according to the teaching method, period, result variables and measurement tools. As a result, patient safety education consisted of a variety of subjects, and was being taught through lectures, clinical practice, laboratories, and simulations. The period of education also varied. The resulting variables were mainly checked for knowledge, attitude, and skill, and the tools used to measure them varied. Patient safety education for nursing college students was conducted through various topics, methods and periods at home and abroad. Therefore, continuous research is needed to establish consistent and integrated patient safety education in educational institutions and working institutions to produce nursing personnel with patient safety capabilities.