• Clinical and Experimental Pediatrics
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• v.58 no.2
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• pp.47-51
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• 2015

Debriefing is a conversational session that revolves around the sharing and examining of information after a specific event has taken place. Debriefing may follow a simulated or actual experience and provides a forum for the learners to reflect on the experience and learn from their mistakes. Originating from the military and aviation industry, it is used on a daily basis to reflect and improve the performance in other high-risk industries. Expert debriefers may facilitate the reflection by asking open-ended questions to probe into the framework of the learners and apply lessons learned to future situations. Debriefing has been proven to improve clinical outcomes such as the return of spontaneous circulation after cardiac arrest and the teaching of teamwork and communication in pediatrics. Incorporating debriefing into clinical practice would facilitate the cultural change necessary to talk more openly about team performance and learn from near misses, errors, and successes that will improve not only clinical outcome but also patient safety.

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

• Perspectives in Nursing Science
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• v.9 no.2
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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.

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

• The Korean Journal of Emergency Medical Services
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• v.18 no.3
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• pp.91-104
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• 2014

Purpose: This study aimed to confirm the effects of a simulation-based program on knowledge and clinical performance in the post-operative management of emergency patients. Methods: This was a pre- and post-research design with a nonequivalent control group and randomly sampled 29 experimental and control groups, respectively from nursing department juniors for 4 weeks from September of 2014. The experimental group received lectures, team study, team simulation, and debriefing in post-operative management of simulation-based emergency patients and control group conducted in the traditional lecture-type setting. Educational learning effects were measured by using the knowledge and clinical performance measurement tools of 15 and 20 items, respectively. Data were analyzed by using the SPSS program, including frequency, ratio, and results from the Chi-square test, Fisher's exact test, Kolmogorov-Smirnov test, t-test. Results: Our research results indicate that, the experimental group showed significantly higher knowledge and clinical performance score compared with the control group. Conclusion: We confirmed that education on post-operative management of simulation-based emergency patients was an effective educational method to improve the knowledge and clinical performance of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.331-343
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• 2019

Purpose: This study focuses on investigating the effectiveness of simulation education on emergency management using a low-fidelity simulator as related to clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in new nurses. Methods: A pre-post test experimental design of nonequivalent control group was applied. Fifty-five new nurses were recruited, 28 nurses for the experimental group and 27 nurses for the control group. A simulation education for emergency management comprising knowledge lecture, team learning, skill education, team simulation, and debriefing was developed and implemented from Feb. 14 to 27, 2015. Data were analyzed with percentage, average, and standard deviation, chi-square, and t-test using SPSS. Results: The experimental group showed significantly higher knowledge (t=5.81, p<.001), clinical skill performance (t=10.08, p<.001), self-confidence (t=-6.24, p<.001), critical thinking disposition (t=2.42, p=.019), and learning satisfaction (t=4.21, p<.001) for emergency management compared with the control group who had traditional lecture education. Conclusion: The results indicate that a simulation education using a low-fidelity simulator is an efficient teaching method for new nurses to deepen their clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in learning emergency management.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.4
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• pp.423-435
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• 2021

Purpose: The purpose of this study is to identify the educational needs of a severe trauma treatment simulation program based on mixed reality which combines element of both virtual reality and augmented reality. Methods: Focus group interviews were conducted with ten military hospital nurses on February 4 and 5, 2021. The collected data were analyzed using a qualitative content analysis. As a framework for data analysis, the educational needs were clustered into the following four categories: teaching contents, teaching methods, teaching evaluation, and teaching environment. Results: The educational needs for each category that emerged were as follows: three subcategories including "realistic education reflecting actual clinical practice" and "motivating education" for teaching contents; five subcategories including "team-based education," "repeated education that acts as embodied learning," and "stepwise education" for teaching methods; six subcategories including "debriefing through video conferences," "team evaluation and evaluator in charge of the team," "combination of knowledge and practice evaluation" for teaching evaluation; six subcategories including "securing safety," "similar settings to real clinical environments," "securing of convenience and accessibility for learners," and "operating as continuing education" for teaching environment. Conclusion: The findings of this study can provide a guide for the development and operation of a severe trauma treatment simulation program based on mixed reality. Moreover, it suggests that research to identify the educational needs of various learners should be conducted.

• Korean Medical Education Review
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• v.26 no.2
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• pp.140-154
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• 2024

A physician's empathy plays a crucial role in patient-centered care, and in modern medicine, patients, their caregivers, and society demand a high level of empathy from healthcare providers. The conceptualization of clinical empathy, which has emphasized cognitive empathy since the mid-20th century, has been widely accepted in medical schools and the healthcare industry without much critical ref lection. This study provides an overview of the ongoing debates on empathy versus sympathy and cognitive empathy versus affective empathy to clarify the concept of empathy. Based on recent research findings, clinical empathy is proposed to encompass three components: cognitive empathy, affective empathy, and empathic motivation. It is suggested that fully demonstrating these components requires empathic communication skills. Additionally, the cognitive characteristics of medical students and the features of the academic environment demonstrate the need for education to strengthen their empathy skills. Considering this, proposed intervention methods that medical schools can consider include utilizing tutoring programs and debriefing processes for team activities, which can facilitate problem-solving as a coping strategy for stress. Learning communities can create an environment where students can receive social support and recover from stress. Medical schools can contribute to the development of students' professional identities as practicing clinicians who embody empathy and respect by cultivating professors as positive role models. Additionally, utilizing scales to assess the empathic nature of doctor-patient communication or incorporating patients and caregivers as evaluators can actively improve empathic communication skills.

• Journal of Korean Academy of Nursing
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• v.41 no.2
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• pp.245-255
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• 2011

Purpose: This study was conducted to examine the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, clinical performance ability, and problem solving process in new nurses. Methods: An equivalent control group pre-post test experimental design was used. Fifty new nurses were recruited, 26 nurses for the experimental group and 24 nurses for the control group. The simulation-based cardio-pulmonary emergency care education included lecture, skill training, team-based practice, and debriefing, and it was implemented with the experimental group for a week in May, 2009. Data were analyzed using frequency, ratio, chi-square, Fisher's exact probability and t-test with the SPSS program. Results: The experimental group who had the simulation-based education showed significantly higher know-ledge (t=5.76, p<.001) and clinical performance ability (t=5.86, p<.001) for cardio-pulmonary emergency care compared with the control group who had traditional education but problem solving process was not included (t=1.11, p=.138). Conclusion: The results indicate that a simulation-based education is an effective teaching method to improve knowledge and clinical performance ability in new nurses learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team discussion on cognitive outcome of clinical nurses such as problem solving skills.

• Physical Therapy Rehabilitation Science
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• v.13 no.1
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• pp.18-25
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• 2024

Objective: This study is a single-group pre-post experimental study to determine the effects of simulation-based practice education on nursing students' self-efficacy, performance confidence, and educational satisfaction. Design: Single-group pre-post experimental studies Methods: This study was conducted from September 1, 2023 to November 30, 2023 for nursing undergraduate students in a simulation based practical education program. The subjects were provided with learning materials about an acute myocardial infarction case with chest pain for preliminary learning. After that, they were divided into teams of 6 people and asked to do self-study for 2 hours per team, twice a week, before conducting simulation practice. For the simulation based practical education, the participants were divided into 9 teams of 6 people each, and each team had 10 minutes for orientation, 15 minutes for scenario operation, and 50 minutes for debriefing. Results: After the simulation based practical education, self-efficacy increased statistically significantly from a mean of 3.51 before training to a mean of 3.80 after training (t=-2.12, p=0.038). However, there was no significant difference in performance confidence. There was a significant positive correlation between self-efficacy and performance confidence (r=0.62, p<0.001) and training satisfaction (r=0.67, p<0.001) after the simulation based practical education. Self-confidence was also significantly correlated with educational satisfaction (r=0.76, p<0.001). Conclusions: The results of this study showed that utilizing simulation-based practical education can increase nursing students' self-efficacy, which positively affects their performance confidence and educational satisfaction. Therefore, simulation-based practical education is an effective nursing education method that can improve nursing students' practical skills.