Earticle

The purpose of this study was to approve the effects of nursing simulation-based education on problem solving process and self-efficacy for nursing students. The nursing students of 244 participated the nursing simulation-based education of 60 hours. The questionnaire survey on problem solving process and self-efficacy were conducted 2 time(before education, after education) to the nursing students. The data were analyzed by the SPSS 12.0 program. The results were as follows; There was a statistically significant increase in problem solving process(t=2.637, p= .012) but no statistically significants self-efficacy(t=0.135, p= .743) effects of nursing simulation-based training in nursing college students. There was a significant positive correlation between problem solving process and self-efficacy(r=0.737, p =.017). In conclusion, the study found that nursing simulation-based education for nursing students may increase problem solving process but no effective self-efficacy.

본 연구는 간호대학생들의 정신건강간호에 대한 교육요구도를 알아보고, 특별히 시뮬레이션으로 융합 교육이 필요한 영역에 대한 우선순위를 확인하고자 진행되었다. 140명의 간호대학생들에게 설문을 통한 조사가 2020년 3 월~5월 사이에 이루어 졌다. 정신건강간호학에 대한 교육요구도와 조현병 환자간호에 대한 교육요구도는 각각 19문항 과 15문항의 자가응답설문을 통해 이루어졌다. 추가적으로 3개의 서술형 질문을 통해 이전 시뮬레이션 경험에 대한 조사가 이루어 졌다. 조현병환자 간호에 대해 높은 교육요구도가 확인되었으며, 의사소통능력에 대한 교육요구도가 정 신건강간호학과 조현병 환자간호 모두에서 가장 높게 나타났다. 표준화환자, 팀워크, 교수자로부터 피드백이 정신건강 간호학 시뮬레이션 교육의 긍정적 경험을 이끌어낸 것으로 확인되었다. 본 연구결과, 의사소통기술 향상을 위한 간호교 육이 가장 우선시 할 필요가 있다. 잘 설계되고 실제와 같은 임상경험을 제공할 수 있는 시뮬레이션을 통한 융합교육이 최상의 학습성과를 만들어낼 것이다.

This study was to identify the educational needs for mental health nursing among undergraduate nursing students, prioritizing the areas where require extensive convergence learning via simulation. One hundred and forty students completed the survey where data accrued from between March–May 2020. The educational needs for mental health nursing and nursing care schizophrenia patients were assessed using a self-reporting questionnaire, which included 19 and 15 items, respectively. Additional three essay questions were used to obtain information regarding previous simulation education experience. Higher educational needs in nursing care for schizophrenia were identified and the highest-priority need is communication skills. Factors, including realistic experience with standardized patients, teamwork, and feedback from the lecturers, affect positive experiences in mental health nursing simulation. The findings suggest that educational programs to improve communication skills are necessary for better mental health nursing competency. Well-designed and convergence based simulation programs providing real-like clinical experience would ensure optimal learning outcomes.

본 연구의 목적은 시뮬레이션 기반 교육이 간호대학생의 전문심폐소생술 지식, 수행에 대한 자신감, 비 판적 사고성향, 임상실무능력에 영향을 미치는 효과를 파악하고자 실시된 단일군 사전-사후 실험연구이다. 연구 대상자는 J지역에 소재한 간호학과 4학년 성인간호학교과목을 수강한 35명의 학생으로 자료는 설문지를 이용하 여 시뮬레이션 실습교육 전·후에 수집되었다. 연구결과 전문심폐소생술 지식, 수행에 대한 자신감, 비판적 사고 성향, 임상실무능력 모두가 통계적으로 유의미하게 향상되었다. 그러므로 시뮬레이션 기반 교육이 간호대학생의 전문심폐소생술 지식, 수행에 대한 자신감, 비판적 사고성향, 임상실무능력에 미치는 긍정적인 효과를 확인하였 다. 전문심폐소생술 지식, 수행에 대한 자신감, 비판적 사고성향, 임상실무능력을 상승시키는 시뮬레이션 기반 교육의 실습모듈 개발 및 교육효과를 검증할 수 있는 후속연구가 필요하다고 생각된다.

The aim of this paper was to test the effects of simulation-based learning on knowledge, confidence, critical thinking disposition, and clinical competence to advanced cardiovascular life support of nursing student. This study used one group, pre-post test design. The participants of this research were 35 senior nursing students who underwent training in the medical-surgical nursing education. Data were collected by utilizing the questionnaire in two separate occasions: before and after the simulation-based training. As a result of this paper, the improvements of the knowledge, confidence, critical thinking disposition, and clinical competence to advanced cardiovascular life support were statistically significant. In conclusion, the simulation-based education has a positive effect on nursing students in the area of knowledge, confidence, critical thinking disposition, and clinical competence to advanced cardiovascular life support.

본 연구는 VR 시뮬레이션 기반 학습이 간호대학생의 의사소통 능력, 자기효능감, 문제해결능력, 비판적 사고 성향에 미치는 영향을 확인하고자 하였다. Y시에 위치한 대학 간호학과 4학년 학생 60명을 대상으로 단일집 단 전후 설계(quasi-experimental design)를 적용하였으며, VR 시뮬레이션 학습 전후로 4가지 역량에 대한 자기 보고식 설문조사를 하였다. 연구 결과, 자기효능감(t=-2.49, p=.016)과 문제해결능력(t=-2.71, p=.009)은 통계적으로 유의하게 향상되었으며, 의사소통 능력(t=-1.05, p=.296)과 비판적 사고 성향(t=-1.48, p=.142)은 증가하였으나 통 계적으로 유의한 차이는 없었다. 또한, 문제해결능력은 의사소통 능력(r=.577, p<.001), 자기효능감(r=.272, p<.05), 비판적 사고 성향(r=.695, p<.001)과 유의한 상관관계를 보였다. 본 연구는 VR 시뮬레이션 기반 학습이 간호대학 생의 자기효능감 및 문제해결능력 향상에 효과적인 교육 전략임을 시사하며, 장기적·반복적 적용을 통해 의사소통 능력과 비판적 사고 성향에 대한 효과도 추가로 검토할 필요가 있음을 제언한다.

The present study examined the effects of Virtual Reality (VR) simulation-based learning on nursing students’ communication skills, self-efficacy, problem-solving ability, and critical thinking disposition. A quasi-experimental one-group pretest-posttest design was employed with 60 fourth-year nursing students in a university in Y city. Self-reported questionnaires were administered before and after the VR simulation training. The results showed statistically significant improvements in self-efficacy (t=-2.49, p=.016) and problem-solving ability (t=-2.71, p=.009). However, communication skills (t=-1.05, p=.296) and critical thinking disposition (t=-1.48, p=.142) exhibited insignificant changes. Additionally, problem-solving ability showed significant correlations with communication skills (r=.577, p<.001), self-efficacy (r=.272, p<.05), and critical thinking disposition (r=.695, p<.001). Therefore, these findings suggest that VR simulation-based learning is an effective instructional strategy for enhancing self-efficacy and problem-solving ability in nursing education. Further studies are recommended to investigate its long-term effects on communication and critical thinking through repeated and extended interventions.

Purpose: The purpose of this study was to investigate the effects of simulation-based training (SBT) for basic life support (BLS) utilizing video-assisted debriefing (VAD) about non-technical skills (NTSs) and technical skills (TSs). The goal of the proposed study is the evaluation of a teaching method about the correct application of cardiopulmonary resuscitation (CPR). Methods: The study design was a control group pre- and post-test non-synchronized experimental design. The sample included twelve teams of 36 nursing students. Both the experimental and the control groups received the SBT for BLS. Only the experimental groups received VAD where as the control groups had a verbal debriefing. Raters who used checklists for TSs and NTSs evaluated both groups. Data were analyzed by the SPSS 20.0 using Cronbach's ?, Intraclass Correlation Coefficient (ICC), Mann-Whitney U test and Willcoxon signed rank test. Results: The experimental groups scored higher than the control groups in both TSs (p=.004) and the NTSs (p=.008). Conclusion: The findings of this study suggest that NTSs are an important factor that lead CPR successfully, so VAD can be used as an efficient teaching-learning strategy in the SBT for BLS for nursing students and nurses.

Purpose: This study aims to understand and describe in-depth the meaning of evidence-based simulation training education experience of nursing students. Method: This is a qualitative study employing a phenomenological approach. Data were collected from eight seniors in Changshin university in Changwon, from November to December, 2019. The analysis was based on the method proposed by Giorgi. Results: A total of 4 components and 12 sub-components were derived from the analysis. The evidence-based simulation training education experience of nursing students was found to be “burdening Because of the new teaching method,” “immersive,” “an experience of a new field of learning,” and “improving the nursing capacity.” Conclusion: Conclusion: Although the simulation training education burdened participants because of new teaching methods, it is expected to contribute to overcoming the limitations of educational effects in clinical practice and enhance practical clinical performance. Evidence-based simulation training education provides an opportunity to decide rationally by considering the best scientific evidence, clinical expertise, patient values and preferences, and available resources. In the furture, improvement in evidence?based nursing practice is expected.

Purpose: This study aimed to develop a program using the Room of Errors (ROE) technique to enhance the patient nursing student’s safety competencies and determine the effectiveness of simulation-based education. Methods: We conducted a methodological study using the ADDIE model for program development (Molenda, 2003). During the ROE activities, students identified errors that threatened patient safety. The program's effectiveness was evaluated in the implementation phase by measuring students' confidence in patient safety using a one-group pretest-posttest design. Results: Participants' satisfaction with the ROE program was 4.90 ± 0.36 on a 5-point Likert scale. The pre- and post-ROE program patient safety confidence scores (H-PEPSS) were statistically significant, increasing from 3.62 ± 0.54 to 4.19 ± 0.60. Participants' subjective evaluations were generally positive, indicating increased insight, confidence, and vigilance in error prevention. Conclusion: Based on this study’s significant findings, it would be beneficial to encourage students and healthcare providers to utilize ROE programs to enhance patient safety competencies.

본 연구는 신생아 시뮬레이터(High-fidelity Maternal Birthing Simulator)를 활용한 신생아 핵심간호술 교육이 간 호학생의 신생아 간호에 대한 지식이해, 임상수행 자신감에 미치는 효과 및 학습만족도를 규명하기 위함이다. 단일군 사전-사 후 설계로 통합 시뮬레이션 실습을 수강하는 간호대학생 중 연구 참여에 동의한 109명을 대상으로 하였다. 실험 처치는 시뮬 레이션 기반 신생아 핵심간호술 교육으로, 분만 직후 신생아 간호와 일반 신생아 간호로 구성되었다. 대상자는 시뮬레이션 실 습 전보다 실습 후에 지식(t=15.21, p<.001)과 임상수행 자신감(t=15.66, p<.001)이 통계적으로 유의하게 증가하였다. 본 연 구 결과, 시뮬레이션 기반 신생아 핵심간호술 교육이 간호학생의 신생아 간호에 대한 지식과 임상 수행 자신감을 높이고 학습 만족도가 높은 것을 확인하였다. 향후 제한적이고 부족한 신생아 실습 교육을 보완하기 위해 간호 지식과 기술의 부족한 부분 을 개선하고, 시나리오 상황에 대한 이해를 높여 임상 수행 자신감과 학습 만족도를 증진시키는데 기여하기를 기대한다.

This study aimed to investigate the effects of neonatal core nursing skills education using a high-fidelity maternal birthing simulator on nursing students’ knowledge understanding, clinical performance confidence, and learning satisfaction. A single-group pretest-posttest design was employed, involving 109 nursing students enrolled in an integrated simulation practice course who consented to participate. The intervention consisted of simulation-based neonatal core nursing skills training, covering immediate postnatal care and general neonatal care. The results showed that after the simulation training, participants demonstrated statistically significant improvements in knowledge understanding(t=15.21, p<.001) and clinical performance confidence (t=15.66, p<.001) compared to their pre-training levels. These findings confirm that simulation-based neonatal core nursing skills education enhances nursing students’ knowledge understanding and clinical performance while promoting a high level of learning satisfaction. Moving forward, this educational approach is expected to compensate for the limitations of traditional neonatal clinical training by addressing gaps in nursing knowledge and technical skills. Additionally, it can improve understanding of clinical scenarios, boost clinical performance confidence, and enhance overall learning satisfaction in neonatal nursing education.

본 연구는 문제 중심학습법(PBL, Problem Based Learning)을 적용한 성인간호학 시뮬레이션 실습 모듈 개발과 적용 경험 분석을 통해 수업의 질 향상의 근거로 활용하고자 하였다. 간호학과 68명 학생에 대해 PBL을 접목한 시뮬레이션 실습 모듈 적용 후 만족도, 타당도, 자아성찰지와 강의 평가 등의 양적 질적 자료를 분석하였다. 만족도는 5점 중 4.64점으로, ‘나는 이 수업을 다른 친구들에게 추천하고 싶다’가 가장 높게 나타났다. 수업 내용의 타당성 검토 항목에 대해 64.7%~100%로 타당하다고 답하였다. 질적 자료 분석으로부터, ‘생동감 있는 수업 환경과 관련된 몰입감 증대’, ‘학습자의 능동적인 수업 참여로 체화된 지식과 술기의 성장’, ‘팀 기반 문제해결 과정을 통한 상호협업 능력 향상’, ‘상황적 위기 대처 과정을 통한 문제해결 능력 향상’, ‘소규모 밀착 지도에 따른 개인의 이해력 향상’의 5개 주제 묶음으로 범주화 되었다. 수업의 질 향상을 위해 추후 지속적인 PBL 학습전략 개발 및 다양한 시나리오 개발이 요구된다.

This study aimed to improve the quality of classes through the application experience analysis after applying the adult nursing simulation practice modules with PBL. Quantitative and qualitative data such as from satisfaction, validity, self-reflection, and lecture evaluation in 68 nursing students were analyzed after the semester. Satisfaction was 4.64 points out of 5 points, and 'I want to recommend this class to other friends' was the highest. It was appropriate for the validity as 64.7% to 100% positve answer. From the qualitative data analysis of lecture evaluation, it was categorized into 5 thematic groups : 'increased immersion related to a lively class environment', 'growth of knowledge and skills through learners' active participation', 'improvement of mutual collaboration skills through team-based problem-solving process', 'Improvement of problem-solving ability through situational crisis coping process' and 'Improvement of individual comprehension through close teaching'. The continuous development of PBL learning strategies and development of various scenarios are required in the future.

Purpose: This study was conducted to provide simulation training on evidence-based practical training and to examine its effects. Method: Data were collected from 83 students at C University, between October 1, 2018 and December 31, 2018. This training was conducted over a 5-week period. Data were analyzed using descriptive statistics, the Friedman test, the Wilcoxon signed-rank test, and Repeated Measure ANOVA, all after the normality test. Results: There was a significant difference between the two groups in evidence-based practice beliefs, competence, nursing profession perspective, critical thinking tendencies, and problem-solving ability (p<.001). More specifically, there was a greater improvement in evidence-based practice knowledge, critical thinking tendency, and problem-solving ability than in the existing simulation exercise. Conclusion: Being effective in enhancing the ability to provide evidence-based practice beliefs, competencies, nursing profession perspectives, and, especially in evidence-based practice knowledge, critical thinking tendencies, and problem-solving skills, it is necessary to link evidence-based education and existing simulation training.

본 연구의 목적은 HMD 기반의 가상현실을 활용한 핵심간호술 훈련이 간호 학생의 지식, 수행도, 수행자신감, 자기 효능감, 문제해결능력에 미치는 효과를 알아보고자 시행되었다. 연구 대상은 A지역 소재 1개 대학에 재학 중인 4학년 간호 학생 45명이며, 가상현실 활용 핵심간호술 훈련을 적용한 실험군 21명, 마네킨 모형 사용의 고전적 방법을 활용한 대조군 24 명이다. 실험군과 대조군은 핵심간호술 훈련을 마친 후, 술기가 포함된 시뮬레이션을 수행하였다. 자료 수집은 2022년 10월 3일부터 10월 28일까지 시행되었으며, 수집된 자료는 서술적 통계, t-검정(t-test)로 분석하였다. 연구 결과, 중재 이후 간호 학생의 지식은 실험군이 유의하게 더 높았고(t=-2.13, p =.039), 수행자신감은 대조군이 유의하게 더 높았다(t=2.63, p =.012). 수행도, 자기효능감, 문제해결능력은 유의미한 차이가 없었다. 따라서 가상현실을 활용한 핵심간호술 훈련은 간호 학생들이 실제 수행을 하기 전 지식과 수행 절차를 익히는데 유용하게 활용될 수 있으며, 마네킨 모형을 사용하는 고전적 핵 심간호술 훈련은 간호 학생들의 술기 자신감 향상을 이끌어 낼 수 있을 것으로 사료된다.

The purpose of this study was to investigate the effect of HMD-based virtual reality core nursing skills training on nursing students' knowledge, performance, self-confidence, self-efficacy, and problem-s olving ability. The study participants were 45 fourth-year nursing students from a university in A city. The participants were assigned to either the experimental group (n = 21) who received VR core nursing skills related to blood transfusion training or the control group (n = 24) who received traditional training using mannequins. After completing core nursing skill training, the experimental group and the control group performed simulations including blood transfusion. Data was collected from October 3 to October 28, 2022. The collected data were analyzed using descriptive statistics and t-tests. The results showed that after the intervention, the experimental group had significantly higher knowledge scores than the control group (t=-2.13, p =.039). The control group had significantly higher self-confidence in performance than the experimental group (t=2.63, p =.012). There were no significant differences in performance, self-efficacy, or problem-solving ability between the two groups. Therefore, VR-based core nursing skills training can be usefully utilized for nursing students to learn the knowledge and procedures before performing them in real life, and traditional core nursing skills training using mannequins can lead to an increase in nursing students' confidence in performing the skills.

Purpose: This study examined the influence of nursing students’ competencies in assessment, communication, clinical judgment, and patient safety on evidence-based practice (EBP) competency through simulation training. Methods: Data were collected from in December 11 in 2023 to January 30 in 2024, using a self-report questionnaire. The final participants were 230 nursing students in two universities. Multiple regression, t-test, ANOVA were used for data analysis. Results: The competencies of nursing students who participated in simulation training significantly influenced their EBP competency. The most influential factor on nursing students’ competency of EBP was Clinical Judgment, followed by Communication. Assessment and Patient safety competencies did not have a statistically significant impact on EBP competency. Conclusion: It is crucial for nurses to implement EBP to provide high-quality nursing and advance nursing as a science. However, since EBP competency is difficult to acquire in a short period, education on EBP is necessary from nursing school. Simulation training is considered an effective means to enhance nursing students' competency in EBP. Our study suggests incorporating elements that strengthen competencies in clinical judgment and communication when establishing a simulation- based training program to enhance the EBP competency of nursing students.

본 연구의 목적은 시뮬레이션 기반 수업이 간호대학생의 실수인식., 의시소통능력, 임상추론역량에 영향을 미치는 요인을 확인하고 자 시도 되었다. 본 연구의 자료수집은 2024년 3월 29일부터 6월 25일까지 G광역시와 M시 대학의 간호학과에 재학 중인 간호대학생 총 161명을 대상으로 진행하였다. 연구 결과, 실수인식 평균 3.52점, 의사소통능력 3.97점, 임상추론역량은 3,89점으로 나타났다. 간호대학생 의 임상추론능력은 실수인식(r=.548, p<.001)과 의사소통능력(r=.744, p<.001)과 각각 유의한 상관관계가 있었다. 또한 임상추론역량에 영향을 미치는 주요 요인은 의사소통능력(t=11.538, p<.001)과 실습만족이 매우만족인 경우(t=2.340 p=.021), 직전 학점이 3.6-4.0인 경우(t=1.998, p=.048)로 유의하였고(F=71.173, p=.048), 설명력은 57.6%였다. 이러한 연구 결과를 바탕으로 시뮬 레이션 기반 수업을 통해 임상실수를 줄이고 의사소통능력과 임상추론역량을 향상 시키위해서는 간호학생의 실무능 력 향상을 위한 교육이 필요하다.

The purpose of this study was to identify factors influencing nursing students' error perception, communication skills, and clinical reasoning competence through simulation-based education. Data were collected from 161 nursing students at universities in G metropolitan city and M city from March 29 to June 25, 2024. The results indicated that the average scores were 3.52 for error perception, 3.97 for communcation skill, 3.89 for Clinical Reasoning competence. The clinical reasoning ability of nursing students was significantly correlated with error recognition (r=.548, p<.001) and communication skills (r=.744, p<.001). In addition, the major factors affecting clinical reasoning ability were communication skills (t=11.538, p<.001), being very satisfied with practice (t=2.340 p=.021), and having a previous GPA of 3.6-4.0 (t=1.998, p=.048), which were significant (F=71.173, p=.048), and the explanatory power was 57.6%.Based on these findings, simulation-based education should focus on improving nursing students' practical skills to reduce clinical errors and enhance communication skills and clinical reasoning competence. This approach can help prepare nursing students for real-world clinical situation

본 연구는 간호대학생의 핵심역량인 시뮬레이션 기반 실습 교육이 눈치, 문제해결 능력, 회복 탄력성에 미치는 효과를 알아보기 위해 시도되었다. 연구 결과 눈치의 하위변인 눈치 파악이 유의미하게 증가하였고, 문제해결 능력과 하위변인 문제 인식, 정보수집, 분석능력, 확산적 사고, 의사결정, 기획력, 실행과 모험 감수, 평가, 피드백에 유의미하 게 증가하였다. 회복 탄력성과 하위변인 통제성, 긍정성, 사회성이 유의미하게 증가하였다. 이러한 결과는 시뮬레이션 기반 실습 교육이 간호 대학생의 핵심역량을 강화할 수 있다는 것이므로 현장감 있는 실습 모듈 개발을 위한 기반이 마련되어야 할 것이다.

This study was conducted to investigate the effects that simulation-based hands-on training, the core competence of nursing students, have on the students’ nunchi problem solving ability, and resilience. The results showed that taking notice, a subordinate variable of nunchi significantly increased and problem-solving ability and its subordinate variables, problem recognition, information gathering, analytical skill, diffuse thinking, decision making, planning, execution and risk taking, evaluation, and feedback significantly increased. Also, resilience and its subordinate variables, control, positivity, and social skills significantly increased. Since these results imply that simulation-based hands-on training can strengthen the core competencies of nursing students, a foundation should be provided for the development of on-site hands-on training modules.

Purpose: In this study the time point of effects that repeat exposure to simulation-based nursing training has on stress, interest in learning, and problem-solving abilities were identified. Methods: Participants for this study were 75 nursing college students in Seoul. In a preliminary survey data were collected and measured for the general characteristics, stress, interest in learning, and problem-solving abilities of the students. Then, stress was assessed before performance of each of four-rounds of simulation training scenarios. After each simulation round, interest in learning and problem-solving abilities were assessed. Results: With respect to stress, no significant differences were found when comparing the results of the preliminary survey to those of each of the simulation-based training exercises. For the sub-items of interest in learning, interest in nursing knowledge and interest in clinical training significantly increased between the preliminary survey and the $4^{th}$ survey. Interest in lab training increased significantly at the $1^{st}$ survey. Problem solving abilities showed a significant increase from the preliminary at each of the survey points. Conclusion: Increasing the exposure of nursing students to simulation-based training enhances their interest in learning and problem-solving abilities. Therefore it is necessary to have education strategies that includes various simulation experiences for students.

Purpose: The purpose of this study was to analyze the effects of simulation-based training on nursing students' knowledge and ability to perform advanced cardiovascular life support. Methods: A nonequivalent control group non-synchronized design was used. The participants were, in total, 59 junior college nursing students (experimental group: 30, control group: 29). The data were analyzed with a ${\chi}^2$-test, independent t-tests, and analysis of covariance (ANCOVA) using IBM SPSS Statistics 23 program. Results: The experimental group ($80.8{\pm}8.4$), who received simulation-based advanced cardiovascular life support education, showed a higher level of knowledge of advanced cardiovascular life support than the control group ($75.0{\pm}9.9$), who received lecture-based education. In addition, the experimental group ($106.4{\pm}11.9$) showed a higher level of ability to perform advanced cardiovascular life support than the control group ($86.5{\pm}9.9$). Conclusion: Simulation-based advanced cardiovascular life support education was more effective for increasing the knowledge and performance ability of college students than lecture-based education. Therefore, simulation-based training should be used to improve the knowledge and ability of nursing students and should be applied with reinforced systematic education programs.

본 연구는 시뮬레이션 기반 수업이 간호대학생의 눈치, 의사소통능력, 임상추론역량에 미치는효과를 알아보고자 하였다. 이를 위하여 본 연구는 2022년 8월 29일부터 11월 11일까지 G 광역시소재 4학년에 재학 중인 간호대학생 48명을 대상으로 단일군 사전-사후 실험연구로 시도되었으며,paied t-test를 이용하여 분석하였다. 연구결과, 시뮬레이션 기반 수업을 적용한 후 눈치(t=3.29,p=.003), 의사소통능력(t=2.51 p=.018), 임상추론역량(t=-4.98, p<.001)이 통계적으로 유의하게높게 나타났으며, 또한 눈치, 의사소통능력, 임상추론역량간의 상관관계는 임상추론역량은 눈치(r=.644, p<.001), 의사소통능력(r=.629, p<.001)과 강한 정적 상관관계였다. 또한 임상추론역량에 미치는 요인은 눈치(β=.396, p=.047)이었으며, 설명력은 41.9%이었다. 이에 시뮬레이션 기반 수업이임상추론역량을 향상시키기 위해서는 임상 상황의 다양한 시뮬레이션 기반 교육이 필요하며, 교육의 시기로 임상 실습 전으로 고려해야 할 것으로 사료된다

This study aimed to investigate the effects of simulation-Based Education on nursing students'nunchi, communication skills and clinical reasoning ability. For the study, an experimental studywith a one group pre-post design was used. The participants were 48, 4-years nursing studentsfrom S University in G-city, and participated in the 'Simulation-Based Education' course for 12weeks from August to October 2022. parid t-test using SPSS program. Result, Nunchi(t=3.29,p=.003), Communication skills(t=2.51, p=.018) and Clinical reasoning ability (t=-4.98, p<.001) ofnursing students significantly improved after application of simulation-based Education. In addition,the correlation between nunchi, communication skills, and clinical reasoning ability shows thatclinical reasoning ability has a strong positive correlation with Nunchi(r=.644, p<.001) andcommunication ability (r=.629, p<.001). A relationship appeared. Additionally, the factor accountedfor 41.9% of the variance in Clinical reasoning ability. Therefore, it is necessary to developvarious clinical nursing scenarios of simulation-based training education to nursing subjects toimprove clinical reasoning capabilities for nursing students'. It is believed that the period ofeducation should be considered before clinical practice.

본 연구의 목적은 일개 대학 간호과 3학년 학생 145명을 대상으로 학습유형별 시뮬레이션 교육 전 후 자기효능감, 문제해결능력, 임상수행능력 차이를 파악하여 학습유형별 시뮬레이션 교육을 제공하기 위한 기초자료를 마련하고자 실시하였다. 본 연구는 시뮬레이션교육 후 학습유형별로 효과를 검증하기 위한 단일군 전후설계 실험연구이다. 본 연구 결과 간호학생의 학습유형은 적응자가 가장 많았으며, 시뮬레이션 교육 후 문제해결능력(F=5.015, p=.02)과 임상수행능력(F=3.288, p=.02)은 유의한 차이를 나타냈으며, 문제해결능력은 융합자와 분사자가 적응자보다, 임상수행능력은 융합자가 적응자보다 유의하게 높게 나타나 학습유형별 시뮬레이션 교육의 효과에 차이가 있음을 확인하였다. 그러나 자기효능감은 통계적으로 유의한 차이를 나타나지 않았다. 이상의 연구결과를 바탕으로 학습유형별로 시뮬레이션교육을 제공할 수 있을 것으로 기대된다.

The purpose of this study was to establish basic materials for providing a learning type specific simulation education through identifying the differences in self-efficacy, problem solving ability and clinical competence before and after a learning type specific simulation education, with 145 3rd-year nursing students at a university as the study subjects. This study is a single-group, before-and-after designed experiment for verifying the learning type specific effects after simulation education. As a result of the experiment on the learning types of nursing students, the adaptors were seen to be the most, and the after-simulation education problem solving ability (F=5.015, p = 0.02) and the after-education clinical competence (F=3.288, p = 0.02) showed statistically significant differences. From which, based on the fact that the convergers were seen to be significantly higher than the adaptors and the divergers were higher than the adaptors in regard to problem solving ability, and the fact that the convergers were seen to be significantly higher than the adaptors in regard to clinical competence, it was possible to ascertain that there are differences in the effects of learning type specific simulation education. However, self-efficacy did not show any statistically significant differences. Based on these results, it can be expected that a simulation education by learning types can be provided.

Purpose: The purpose of this study was to investigate the effects of simulation-based training (SBT) for basic life support (BLS) utilizing video-assisted debriefing (VAD) about non-technical skills (NTSs) and technical skills (TSs). The goal of the proposed study is the evaluation of a teaching method about the correct application of cardiopulmonary resuscitation (CPR). Methods: The study design was a control group pre- and post-test non-synchronized experimental design. The sample included twelve teams of 36 nursing students. Both the experimental and the control groups received the SBT for BLS. Only the experimental groups received VAD where as the control groups had a verbal debriefing. Raters who used checklists for TSs and NTSs evaluated both groups. Data were analyzed by the SPSS 20.0 using Cronbach's ${\alpha}$, Intraclass Correlation Coefficient (ICC), Mann-Whitney U test and Willcoxon signed rank test. Results: The experimental groups scored higher than the control groups in both TSs (p=.004) and the NTSs (p=.008). Conclusion: The findings of this study suggest that NTSs are an important factor that lead CPR successfully, so VAD can be used as an efficient teaching-learning strategy in the SBT for BLS for nursing students and nurses.