• 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.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.215-224
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• 2024

The purpose of this study was to examine research trends related to neonatal simulation practice education of domestic nursing students. It was a descriptive research study. For literature collection, a total of 17 journals were selected as a result of a search using ('Newborn Simulation') AND ('Nursing Student' OR 'Nursing College Student' OR 'Student Nurse') in 6 domestic electronic databases. The research results showed that it started with 7 journals from 2011 to 2015 and decreased slightly to 5 journals from 2016 to 2020 and 5 journals from 2021 to 2023. The research design was mostly quantitative with a total of 16 journals(94%). Among them, there were 15 intervention journals(88%), 1 descriptive research journals(6%), and 1 mixed method journals(6%). The key topics in simulation practice were high-risk newborns with 9 journals(52%), respiratory distress syndrome in neonatal intensive care units appeared with 3 journals(18%), neonatal care with 3 journals(18%), normal newborn care with 1 journal(6%), and neonatal emergency airway care with 1 journals(6%). The main outcome variables were clinical performance, accounting for 5 journals(19.2%), followed by practice satisfaction 3 journals(11.5%). clinical competency and practice satisfaction were found to have significant positive effects. In conclusion, various research methods are required, such as expansion of nursing students' neonatal simulation practice education, repeated research, and qualitative research.

• Korean Journal of Adult Nursing
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• v.25 no.5
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• pp.494-503
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• 2013

Purpose: The purpose of this study was to examine the effects of a simulation-based educational program on anxiety and discomfort in patients with early stage of stomach cancer or stomach adenoma undergoing gastroendoscopic surgery. Methods: The study employed a non-equivalence control group and non-synchronized design to prevent diffusion of treatment. Data were collected from 110 patients (experimental group=55, control group=55) admitted to a department of gastroenterology to undergo gastroendoscopic surgery for early stage of stomach cancer or stomach adenoma. The program was conducted as a 30-minute simulation-based education including 12 processes which patients would experience. Outcome variables were state anxiety, objective discomfort, and subjective discomfort. Results: The scores of state anxiety in the experimental group significantly decreased over time compared to those in the control group. The scores of objective and subjective discomfort after surgery in the experimental group were significantly lower than those in the control group. Conclusion: The study findings suggested that the simulation-based educational program making a person feel sense of real experiences could reduce anxiety and discomfort in gastroendoscopic surgery patients.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.3
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• pp.189-199
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• 2017

Purpose: This study was conducted to examine the level of agreement between a standardized patient (SP) and a faculty member in the evaluation of nursing students' assessment and communication skills. Methods: Participants were 51 third year nursing students in a simulation practice of 'nursing care for a patient admitted with chest pain'. Using a 30-item checklist and a 16-item communication tool, a SP and faculty member evaluated the students' assessment and communication skills during the simulation. Results: The average values for percent agreement and kappa statistic for nursing assessment between the two evaluators were 85.3% and .48 respectively. Twenty of thirty items evaluating assessment skill had above moderate agreement (${\geq}.41$) by kappa between the evaluators. Seven of sixteen items evaluating communication and interpersonal skills showed above fair agreement (${\geq}.40$) between the two evaluators, which was measured by intraclass correlation coefficient. Conclusion: The findings show that the evaluation of the SP was consistent with those of the faculty member to a moderate degree. Clear guidelines for evaluating criteria and optimal time and effort for SP training are necessary to increase the reliability of standardized patients as evaluators in simulation-based nursing education.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.54-59
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• 2012

It is reported that the constructivistic learning method (CLM) enhances the understanding of the students in the learning process, especially in engineering classes. In CLM-based classes, the students can take the initiative in the learning process, which is called the student-centered model of the learning process. This is different from the traditional learning method based on the teacher-centered model, where a teacher plays the central role in the learning process of students. The authors have applied the method of CLM to one of the Engineering classes, namely production planning and inventory control (PPIC) class for undergraduate students. The PPIC class provides multimedia-based study materials and factory visits as well as regular lecture sections to cover the whole subject of inventory control theory and practice. In the review sessions, students are divided into several groups, and question-and-answer discussions were actively carried out among these groups under the support of the teacher as a facilitator. It was observed that the student engagement in the class was very active compared to the conventional lecture-based classes. As for further support of students understanding on the subject, simulation-based materials are also under study for the class. This paper presents the review of case study of CLM-based PPIC class and discusses the feasibility of simulation-based study materials for further improvement of the class.

• The Korean Journal of Emergency Medical Services
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• v.22 no.2
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• pp.93-102
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• 2018

Purpose: The study aims to establish an effective training strategy and methods by comparing the effects of educational interest, satisfaction, and achievements of virtual reality and videos education before simulation training. Methods: The randomized control study was implemented on May 31, 2018, by randomly selecting 36 participants to compare educational virtual reality and videos. Statistical analyses were performed using SPSS 20.0. Results: The participants were divided into an intervention group of 17(47.2%) and a control group of 19(52.8%). Regarding the levels of satisfaction, a significant difference (p= .010) was noted between the control (3.88 points) and the intervention groups (4.45 points). A significant difference (p= .001) was also noted between the intervention (80.3 points) and control (63.3 points) in terms of total simulation practical skills. Conclusion: Educational virtual reality can be an alternative training method to achieve the standard educational objectives by raising levels of educational interest and of achievement with practical skills.

• Journal of Power Electronics
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• v.10 no.6
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• pp.604-610
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• 2010

Experiments in electrical engineering should mirror the key components of successful research and development: Understand the basic theory needed, test the resulting concepts by simulation and verify these, finally, in the experiment. For optimal learning outcome continuous monitoring of the progress of each individual student is necessary, immediately repeating those subjects which have not been learned successfully. Classically, this is the task of the teacher. In case of remote-controlled experiments this monitoring process and the repetition of subjects should be automated for optimal learning outcome. This paper describes a remote-controlled experiment combining theory, simulation and the experiment itself with an automated monitoring process. Only the evaluation of the experimental results and their comparison to the simulation results has to be checked by a teacher. This paper describes the details of the educational structure for a remote-controlled experiment introducing active filtering of harmonics. For better understanding the content of the learning material (theory and simulation) as well as the results of the experiment and the underlying booking system are shortly presented.

• Journal of Information Technology Services
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• v.19 no.6
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• pp.161-175
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• 2020

The current study aimed to develop the design principles for maker programs using virtual reality and apply them in developing a simulation mobile application. First, through collecting and analyzing the relevant studies and cases eight design principles with four components were derived. Then, these initial design components and principles were revised and improved in accordance with evaluations of an expert panel composed of three professors/researchers, two teachers, and two IT industrial experts. Based on the revised design principles, a VR simulation app for maker education was developed and evaluated on whether the principles were properly applied to the app development by the expert panel. The finalized eight design principles, as a research outcome, can contribute to the design and development of various types of educational programs that can replace the actual making experience even in educational fields where it is difficult to build maker spaces or provide materials and equipment. In the near future, empirical studies are expected to develop customized maker programs considering the characteristics, levels, and needs of students and verify their educational effectiveness.

• 한국지구과학회:학술대회논문집
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• 2003.09a
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• pp.15-17
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• 2003

Global Science Literacy is proposed as an international curriculum standard for science literacy. It is based on the science curriculum construct of Earth Systems Education, which has come out of the earth science education community in the United States. The presentation will briefly describe the nature of ESE, and include, if sufficient time, an audience participation simulation of mass extinction.

• Journal of Practical Engineering Education
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• v.5 no.2
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• pp.169-176
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• 2013

Recently the construction of simulation environment is an important issue in all fields. In case of the training for operating machines such as airplanes or spaceships which cause a huge cost, simulators could be helpful to reduce the costs and training efforts by simulating real situations. When people get a driver's license, too many trainees have to wait for their turns because of the limited number of cars and the small space of training sites. To solve this problem, we have designed and developed the basic design for the simulators. We suggest the Computer 3D Simulation Model for a driver's practice. The concept of this simulator is from a 3D Racing-game which suits for a driving exercise. We provide users with handle-controlled simulation settings to let users feel reality as if they drive in real through this simulator. We also use a 'force-feedback' system which gives handle vibration when users collide against obstacles or exceed lanes. Users can be absorbed in the simulation program and feel the sense of the real. This paper is the study about modeling the driving exercise model of 'computer 3D simulation', and producing and utilizing the simulator through this modeling.