• Title, Summary, Keyword: Simulation Education

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Development of a Conceptual Framework for Nursing Simulation Education Utilizing Human Patient Simulators and Standardized Patients (시뮬레이터와 표준화 환자를 이용한 간호 시뮬레이션 교육의 이론적 기틀 개발)

  • Suh, Eun-Young E.
    • The Journal of Korean Academic Society of Nursing Education
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    • v.18 no.2
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    • pp.206-219
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    • 2012
  • Purpose: Incorporating simulation modalities into nursing education is known to be effective in enhancing education outcomes. Standardizing the nomenclature of simulation modalities and developing a comprehensive conceptual framework for guiding the development of simulation modules are mandated given the prevalence and disorganization of simulation education. This article, thus, was aimed to summarize literature and propose a conceptual framework for structuralizing simulation education in Korea. Methods: A comprehensive literature review on CINAHL, PubMed, RISS, KISS, DBpia and renowned Korean nursing journals was conducted including articles from 2002 to 2011. Results: The nomenclature of simulation modalities was clarified and summarized. Twenty-eight studies on the effects of simulation education were summarized in a table demonstrating the state of the science in simulation research. In addition, 'a conceptual framework for three-dimensional nursing simulation education' was proposed, described in detail, and diagramed. According to 'the 3D simulation framework', each three axes, i.e., the scope of practice, complexity, and student competency, has three phases in accomplishing a high level of competency. Conclusion: The proposed '3D simulation framework' is hoped to be a theoretical guide in designing a clinical curriculum utilizing simulation and developing detailed simulation modules in clinical practicum courses.

A Concept Analysis of 'Facilitator' in Simulation Nursing Education (시뮬레이션 간호 교육에서의 '촉진자(facilitator)' 개념분석)

  • Kim, Jiyoung
    • The Journal of Korean Academic Society of Nursing Education
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    • v.24 no.1
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    • pp.39-49
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    • 2018
  • Purpose: This study was to identify and define the concept of a facilitator and specific attributes for providing basic data on simulation nursing education. Methods: Using Walker and Avant's (2005) criteria that identify the attributes, antecedents, and consequences of facilitators in simulation nursing education, the findings of research articles published from 2001 to 2017 were reviewed. Results: There were three aspects of the facilitator concept in simulation nursing education: (1) continuous support throughout the entire simulation process; (2) skilled progress based on clinical expertise; (3) guidance for learners to actively understand and reflect on the situation. Conclusion: This concept analysis helps us to better understand better facilitators in simulation nursing education.

Effects of Nursing Simulation-Based Practice Education on Learning Outcome and Classes Experience in Nursing Students (간호시뮬레이션 실습교육이 간호대학생의 학습성과와 수업경험에 미치는 효과)

  • Han, Young-In
    • The Korean Journal of Health Service Management
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    • v.8 no.1
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    • pp.135-150
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    • 2014
  • The purpose of this study was to identify the effects of nursing simulation-based practice education on learning outcome and teaching experience in nursing students. Pretest-posttest design with nonequivalent control group was utilized to analyze the effects of nursing simulation-based practice education. The subjects were 96 students of a nursing college. All subjects participated in 6 week. The data were analyzed by the SPSS win 17.0 program. The results were as follows; There were statistically significant differences in learning outcome and teaching experience effects of nursing simulation-based practice education in nursing students. In conclusion, we required nursing simulation-based practice education and small group discussion analysis of factors are associated with goal-setting skills and self-presentation skills, goal setting skills. We required nursing simulation-based practice education training to strengthen the ability of self-directed learning program utilizing the repeated study.

A Meta-analysis of the Effect of Simulation Based Education - Korean Nurses and Nursing Students - (시뮬레이션 기반 교육 효과에 대한 메타분석 - 국내 간호사와 간호대학생을 중심으로 -)

  • Kim, SinHayng;Ham, younsuk
    • The Journal of Korean Academic Society of Nursing Education
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    • v.21 no.3
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    • pp.308-319
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    • 2015
  • Purpose: The purpose of this study was to identify the effects size of simulation education targeting korean nurses and nursing students. Methods: Meta-analysis was conducted with 48 papers in domestic master and doctorate degree dissertations and academic journals from 2000 to 2014. Results: The entire effect size in simulation education was relevant to big effect size. Regarding the effect size of individual variables, nurse was identified to have biggest effect size in study subject, standardized patient was identified to have biggest effect size in simulation methods and pediatric nursing was identified to have biggest effect size in study subjects. Effect size in each effect variable was highest in psychomotor domain. Conclusion: This study identified the effect size of simulation education and provided the basic data to contribute to the quality improvement of simulation education which is based on the reasons.

Effects of a Simulation-based education on Cardiopulmonary Emergency Care Knowledge, Critical Thinking and Problem solving ability in Nursing Students (시뮬레이션 기반 교육이 간호학생의 심폐간호응급지식, 비판적 사고 및 문제해결력에 미치는 효과)

  • CHO, Gyoo-Yeong
    • 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.

Implementation Effects of Emergency Trauma Patient Simulation (응급외상 환자 시뮬레이션 적용 효과)

  • Baek, Mi-Lye
    • The Korean Journal of Emergency Medical Services
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    • v.15 no.2
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    • pp.43-54
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    • 2011
  • Purpose: The purpose of this study was to explore EMT-paramedic students' experience of simulation education and analyze the confidence before and after education, learning attitude and course evaluation. Method: Research survey was conducted on 38 EMT-paramedic students during November, 2011 and EMT-paramedic students' experience of simulation education was analyzed after applying head, spinal, and chest injury scenario. The confidence before and after education, learning attitude and course evaluation in gender were analyzed by Mann-Whitny U test and the difference of confidence before and after education was analyzed by Wilcoxon signed rank test and learning attitude & course evaluation were analyzed by evaluating frequency, percentage, mean, standard deviation by using SPSS WIN 17.0 program. Results: 1. Students experienced various advantages such as increasing interest and self-reflection on learning, critical thinking ability, and EMT-paramedic-role experience and recognition of importance of teamwork. Students also pointed out disadvantages such as gap between real situation and simulation, limit of time and equipments, and burden of demonstration. 2. The confidence between before and after education, learning attitude and course evaluation in gender were not significant different statistically. 3. Confidence mean score elevated from 5.53(before education) to 5.87(after education), but the difference in their confidence did not show significant difference statistically. 4. Total mean score in learning attitude after simulation education was 3.70 out of 5.00, which is considerably very high. 5. Total mean score in course evaluation was 3.89 with score of 3.83 in evaluation in learning environment and 3.99 in evaluation of debriefing. Conclusion: The finding of this study demonstrate that the simulation education can provide a safe and repetitive practice environment, improve problem-solving ability and critical thinking, and increase the confidence in prehospital emergency care; therefore, simulation may be the new effective EMT-paramedic education strategy.

Effects of Simulation-based Education on Communication Skill and Clinical Competence in Maternity Nursing Practicum

  • Kim, Hye Young;Ko, Eun;Lee, Eun Sook
    • Korean Journal of Women Health Nursing
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    • v.18 no.4
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    • pp.312-320
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    • 2012
  • Purpose: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. Methods: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. Results: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). Conclusion: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.

The Impact of a Simulation-based Education Program for Emergency Airway Management on Self-efficacy and Clinical Performance among Nurses (시뮬레이션 기반 응급기도관리 교육이 간호사의 자기효능감, 임상수행능력에 미치는 효과)

  • Lee, Mi-Ja;Jung, Dukyoo
    • Korean Journal of Adult Nursing
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    • v.26 no.1
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    • pp.1-10
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    • 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.

The Effects of Simulation Education for New Nurses on Emergency Management Using Low-fidelity Simulator (저충실도 시뮬레이터를 활용한 신규간호사의 응급상황관리 시뮬레이션 교육의 효과)

  • Lee, Young Hee;Ahn, Hye Young
    • 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.

Experiences among Undergraduate Nursing Students on High-fidelity Simulation Education: A Focus Group Study (일 대학 간호대학생의 시뮬레이션 교육 경험 분석)

  • Lee, Ju-Hee;Kim, So-Sun;Yeo, Ki-Sun;Cho, Su-Jin;Kim, Hyun-Lye
    • The Journal of Korean Academic Society of Nursing Education
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    • v.15 no.2
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    • pp.183-193
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    • 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.