• The Journal of Korean Academic Society of Nursing Education
• /
• v.15 no.2
• /
• pp.183-193
• /
• 2009

Purpose: The purpose of this study was to explore experiences among undergraduate nursing students in a high-fidelity simulation education course for a semester. Method: The participants in this study were 10 nursing students in the senior classes and volunteers. Data collection was conducted using a focus group interview for 100 minutes, which was recorded on video tape. Transcribed data was analyzed through qualitative content analysis. Result: The results of this study were deduced as 4 codes and 22 themes. Study participants reported experiences due to the simulation method itself, interaction among peer group and personal experiences during high-fidelity simulation education. Additionally, experiences related to clinical application were examined. The participants indicated positive outcomes such as developing clinical judgment skills and confidence. Conclusion: Overall, the results of this study supported the usability and effectiveness of a high-fidelity simulation education method in undergraduate nursing curriculum. Further studies are needed to provide more reliable and valid educational information.

• The Korean Journal of Emergency Medical Services
• /
• v.16 no.3
• /
• pp.63-75
• /
• 2012

Purpose : This study was attempted to explore the paramedic student's experience on simulation education. Methods : Data were collected through in-depth interviews from 15 paramedic students. The study was analyzed by phenomenological method, specifically Colaizzi's method. From the protocol, significant statements were organized into formulated meanings. Results : The formulated meanings were identified 35 themes, 12 theme clusters, and 6 categories. The 6 categories include burden of demonstration, role experience as a paramedic, confidence in field treatment, sense of disjunction caused by difference from real situation, realization and learning by oneself, and sense of stability from hypothetical situation. Conclusion : This study suggested that, even though some negative perceptions were observed, simulation education will fit as a replacement for the field practice of paramedic's students given that more field-like practice environment and repetitive simulation education are present.

• Information Systems Review
• /
• v.7 no.1
• /
• pp.41-63
• /
• 2005

Due to the fast development of information technology, a variety of edutainment software has been used in the field of business education. One of them is Business Simulation Game that the business game domain and the information technology is definitely associated. A lot of business simulation game have been developed and used for many courses of colleges and corporate training in USA and EU. However, education program based on business simulation game has not been activated in Korea. This paper introduce a business simulation game developed by joint effort of business professors and a software firm for last three years and suggest the method of business education using this business simulation game. First of all, the development process, architecture and procedure of business simulation game are summarized. From a perspective of business education, the effect and advantage of business simulation game, sample syllabus, course outlines, users, missions and evaluation method are also addressed.

• The Journal of the Korea Contents Association
• /
• v.11 no.7
• /
• pp.210-218
• /
• 2011

This study was conducted to identify instructor's experience on simulation education. The subjects were nine instructors in simulation education of EMT students. Data were collected through documents and in-depth interview from participants. It was analyzed by phenomenological method, using Colaizzi's method. The results of this study were as a follows. From the protocol, significant statements were organized into formulated meanings. The formulated meanings were identified 28 themes, 9 theme clusters, and 4 categories. The 4 categories were as follows; discomfort of forming the learning environment; burden of instructor's role; difficulty from insufficient education condition; possibility of new education. This study suggested that improvement of simulation education can be accomplished by providing opportunities to learn the simulation technology, using the pre-programmed scenarios, having technical support from specialist or additional operator, and adjusting the current paramedic curriculum.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.17 no.2
• /
• pp.246-256
• /
• 2011

Purpose: With the decrease in available clinical sites, a decrease in adequately prepared clinical faculty, and demand to prepare health care students to begin work, we need alternative methods to teach clinical skills for health care professionals. The use of simulation as an educational process that can replicate clinical practices is becoming popular in nursing. Therefore, this study was conducted to review directions of simulation-based learning in nursing education. Methods: A systematic review of quantitative studies was undertaken using Medline, KERIS, and KISS. The primary search terms were simulation and nursing. Reference lists from relevant papers and the websites of relevant nursing organizations were also searched. Nine studies met inclusion criteria and were analyzed in detail. Results: All studies reported simulation as a valid teaching/learning strategy. Six of the studies (66.7%) showed that simulation technology was a practical and successful model to use in teaching a variety of clinical skills for nursing students and nurses. Conclusion: Simulation may have some advantages over other teaching methods, depending on the scenario, context, topic, and method. Further study is needed to determine the effect of team size on learning and to develop a universal method of outcome measurement.

• The Korean Journal of Emergency Medical Services
• /
• v.25 no.3
• /
• pp.111-125
• /
• 2021

Purpose: This study aimed to analyze the impact of rapid cycle deliberate practice (RCDP) simulation education on advanced cardiac life support knowledge, confidence, satisfaction, and performance ability among paramedic students, and provide basic data on the appropriate methods of educational instruction. Methods: The 48 subjects to be instructed were divided into the traditional simulation education group and the RCDP simulation education group. Six participants were randomly assigned to each group and pre-surveyed. They were then exposed to a lecture about advanced cardiac life support related theories for 60 min and post-surveyed through questionnaires with the same learning goals and scenarios. Results: The advanced cardiac life support knowledge (t=-4.813, p=.000) and performance ability (t=-2.903, p=.006) were significantly different between the traditional simulation education and RCDP simulation education groups The results also showed a significant difference in attach monitor (z=6.857, p=.009), analyze EKG rhythm (z=11.111, p=.001), and defibrillation (z=12.632, p=.000), indicating differences in performance capabilities between the two groups. Conclusion: To improve advanced cardiac life support knowledge, performance ability, and confidence in the paramedic students who receive RCDP simulation education, simulation education methods that are appropriate for the subjects being taught, and detailed learning goals and feedback are necessary.

• Journal of Fisheries and Marine Sciences Education
• /
• v.28 no.2
• /
• pp.439-449
• /
• 2016

The purpose of this study was to identify the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, critical thinking, and problem solving ability in nursing students. The study was conducted with a nonequivalent control group pre-posttest design. Seventy four participants were assigned to either the experimental group(34) or control group(40). The simulation-based cardio-pulmonary emergency care education included lecture, team-based practice, and debriefing, and it was implemented with the experimental group for a week from September 1 to December 11, 2015. Data were analyzed using chi-square, t-test and ANCOVA by using SPSS 21.0 program. The experimental group who had the simulation-based education showed significantly higher knowledge(F=24.930, p<.001), and critical thinking(F=5.951, p<.05) for cardio-pulmonary emergency care compared with the control group who had traditional education. However, there were no significant differences in problem solving ability(F=3.327, p>.072). The results indicate that a simulation-based education is an effective teaching method to improve knowledge and critical thinking in nursing students learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team positive education program of nursing students.

• International Journal of Advanced Culture Technology
• /
• v.10 no.1
• /
• pp.180-186
• /
• 2022

This study is a pilot study to confirm the effectiveness of training after applying emergency simulation training for inactive nurses and to present a new model of simulation training operation method. In this study, the control group is a group that directly participates in the simulation activity, and the experimental group is the group that observes the control group's simulation activity. Experimental group and control group were matched 1:1 to experience all the roles of the resuscitation team. The study participants were 5 inactive nurses in the experimental group and 5 inactive nurses in the control group, and the total training time was 5 hours. The emergency simulation operation composition consists of theory education, skill education, and simulation. The interview was conducted. The educational satisfaction of the participants was 4.65 points for theory education and 4.70 points for practical education based on 5 points. Participants' performance confidence improved from 3.60 points before operation to 7.20 points after operation. Emergency simulation operation consisted of pre-test, theory education, skill education, simulation implementation, debriefing, and post-test. Participants expressed that the choice of group greatly reduced the burden and anxiety about performing the role of the resuscitation team. However, difficulties and inexperience in the operation of the defibrillator were reported in the experimental group. The control group reported that the simulation activity of the experimental group was not significantly different from theirs. Through the results of this study, it was confirmed that emergency simulation education not only reduced the burden and anxiety of inactive nurses, but also had an effect of education. Based on the research results, it is proposed to expand the participants and verify the effectiveness of education through specific variables such as learning commitment, learner confidence, simulation satisfaction, and team effectiveness.

• Korean Journal of Adult Nursing
• /
• v.26 no.1
• /
• pp.1-10
• /
• 2014

Purpose: This study was conducted to test the impact of simulation-based education program for emergency airway management on self-efficacy and clinical performance ability. Methods: A quasi-experimental non-equivalent control group pre-post test design was used. A total of 60 nurses, 30 nurses assigned to the simulation-based education group and 30 nurses to a traditional lecture group. The treatment group received a lecture, small group workshop and team simulation whereas the comparison group received lectures. Results: The participants in the simulation-based education group reported significantly higher self-efficacy of emergency airway management compared to participants in the lecture only group (t=5.985, p<.001). The simulation-based education group showed significantly higher clinical performance ability of emergency airway management compared with the lecture group (t=5.532, p<.001). Conclusion: Simulation-based education was verified to be an effective teaching method to improve the self-efficacy, clinical performance skills of nurses in the learning of emergency airway management.

• Smart Structures and Systems
• /
• v.26 no.1
• /
• pp.63-75
• /
• 2020

Substructure pseudo-dynamic hybrid simulation (SPDHS) combining the advantages of physical experiments and numerical simulation has become an important testing method for evaluating the dynamic responses of structures. Various parameter identification methods have been proposed for online model updating. However, if there is large model gap between the assumed numerical models and the real models, the parameter identification methods will cause large prediction errors. This study presents an ANN (artificial neural network) method based on forgetting factor. During the SPDHS of model updating, a dynamic sample window is formed in each loading step with forgetting factor to keep balance between the new samples and historical ones. The effectiveness and anti-noise ability of this method are evaluated by numerical analysis of a six-story frame structure with BRBs (Buckling Restrained Brace). One BRB is simulated in OpenFresco as the experimental substructure, while the rest is modeled in MATLAB. The results show that ANN is able to present more hysteresis behaviors that do not exist in the initial assumed numerical models. It is demonstrated that the proposed method has good adaptability and prediction accuracy of restoring force even under different loading histories.