Earticle

본 연구는 상부위장관 출혈 시뮬레이션 상황에서 간호대학생의 임상판단, 팀 의사소통 및 환자안전행동이 실제 수행 과정에서 어떻게 나타나는지를 탐색하기 위해 수행되었다. 연구는 Tanner의 임상판단모형을 적용한 탐색적 질적 사례연구로, 간호학과 4학년 학생 17명의 시뮬레이션 영상자료와 성찰일지를 지시적 질적 내용분석 방법으로 분석하였다. 연구결과, 간호대학생의 수행 경험은 ‘임상단서 인식과 해석의 연결’, ‘처치 중심 수행과 통합적 상황 조망의 제한’, ‘팀 의사소통의 구조화 부족과 폐쇄형 의사소통의 필요성’, ‘환자안전행동의 수행·누락과 재사정 요구’의 네 범주로 도출되었다. 학생들은 주요 임상단서를 비교적 신속하게 인식 하였으나 이를 통합적으로 해석하고 우선순위를 결정하는 데 어려움을 보였으며, ISBAR 보고의 필요성은 인식하고 있었으나 지시확인과 완료 보고를 포함한 폐쇄형 의사소통 수행은 미흡하였다. 또한 일부 환자안전행동은 수행되었으나 중재 후 재사정과 안전 확인은 부족한 것으로 나타났다. 본 연구는 임상판단, 팀 의사소통 및 환자안전행동 간의 연계 과정을 실제 수행 맥락에서 규명하였으며, 환자안전 중심 시뮬레이션 교육과 임상판단 역량 강화 프로그램 개발의 기초자료로 활용될 수 있을 것이다.

This study explores how nursing students’ clinical judgment, team communication, and patient safety behaviors were manifested during actual performance in an upper gastrointestinal bleeding simulation. An exploratory qualitative case study guided by Tanner’s Clinical Judgment Model was undertaken. Data were collected from simulation video recordings and reflective journals of 17 senior nursing students and analyzed using directed qualitative content analysis. Four categories emerged from the analysis: linking the recognition and interpretation of clinical cues, task-oriented performance and limited integrated situational awareness, insufficiently structured team communication and need for closed-loop communication, and performance and omission of patient safety behaviors and need for reassessment. Participants recognized major clinical cues relatively quickly; however, they experienced difficulties integrating information and prioritizing nursing interventions. Although they recognized the importance of ISBAR communication, their performance of closed-loop communication, including confirmation of instructions and reporting of task completion, was often inadequate. In addition, while some patient safety behaviors were appropriately performed, reassessment and safety verification following interventions were frequently lacking. The findings elucidate the interrelated processes of clinical judgment, team communication, and patient safety behaviors within the context of actual simulation performance. This study provides foundational evidence for development of patient safety–focused simulation education and programs aimed at strengthening clinical judgment competencies.

Purpose: Nursing students' competence in virtual simulation-based learning is a key factor in its success. This study explored the validity and reliability of a virtual-simulation-based learning competency self-evaluation tool for nursing students. Methods: Data were collected from a web-based survey. First, 11 nursing professors participated in a focus group interview, and 7 simulation education experts participated in the preliminary item content validity. The participants in these two aspects were not the same. Then, a preliminary survey was conducted with 15 fourth-year nursing students in I City. Next, based on these three efforts, a final survey comprising 20 evaluation items was developed. This survey was administered to third- and fourth-year nursing students at four nursing colleges in Korean provinces (Seoul, Gyeonggi, Gangwon, and Gyeongsan-do); 222 complete questionnaires were used for the final analysis. Further, Kirkpatrick’s evaluation model was used for four steps each of tool development and verification processes of the associated psychometric aspects, for a total of eight steps. An exploratory factor analysis was performed on the collected survey data, and verify the tool's validity and reliability. Results: Four factors comprising 15 items explained 66.59% of the variance: learning preparation and start-up (4 items), nursing assessment (3 items), data interpretation (3 items), and problem solving (5 items). The Cronbach's α of the tool was 0.74, and that of the factors ranged from 0.72 to 0.80. Conclusions: The tool's validity and reliability were demonstrated using established methodologies. This tool can be useful for evaluating Korean nursing students' virtual simulation learning competence.

Purpose: Clinical reasoning, which is based on an understanding of the pathophysiological mechanismsof diseases, is a core nursing competency that involves analyzing patient-related data and providingappropriate nursing practices. Simulation-based education is effective in improving clinical reasoningcompetencies and communication skills. This study evaluated the effectiveness of virtual simulation-basedlearning in improving the communication skills and clinical reasoning competencies ofundergraduate nursing students. Methods: This study used a single-group pretest and posttest quasi-experimentaldesign to evaluate the effectiveness of virtual simulation-based learning. Data werecollected from June to September 2020. Thirty-seven nursing students in their third and fourth yearsof study who understood the purpose of this study were selected as participants. The collected datawere analyzed using SPSS Statistics 25.0 and Winsteps 3.68.2. Results: The communication skills (t =?12.80, p < .001) and clinical reasoning competency (t = ?4.67, p < .001) of the undergraduate nursingstudents who participated in the virtual simulation-based learning program improved significantlyafter participation. Additionally, a Rasch model analysis revealed that the overall clinical reasoningcompetency of undergraduate nursing students improved. Conclusion: Virtual simulation-based learningprograms for nursing students should be developed and implemented.

Purpose: Simulation-based education combined with mastery learning is more effective than simulation-based education alone. This study aimed to evaluate its effectiveness with regard to both technical and non-technical skills of simulation-based mastery learning (SBML) in blood transfusion training among undergraduate nursing students. Method: A nonequivalent control group pretest-posttest design was used. Fifty-one second-year students at a college of nursing in W city, South Korea, who had not started clinical practice were selected by convenience sampling and allocated to either the experimental or control group using the zigzag method. SBML program was consisted of a diagnostic test, repeated learning and formative assessments for non-passers. All outcome variables were measured before and after completion of the program. Results: The experimental group showed significantly increased performance scores of blood transfusion as compared to the control group (z=29.50, p<.001), with better outcomes in number of students achieving minimum passing score (χ2 =20.07, p<.001), self-confidence (F=17.68, p<.001), and communication skills (z=166.00, p=.003). Conclusion: This program was effective for undergraduate students to better improvement in performance, self-confidence, and communication skills, which can ensure greater safety in the transfusion. The results suggest that SBML ensures skill acquisition for clinical practice through improved performances in both technical and non-technical skills.

본 연구의 목적은 SIM-PBL이 간호대학생의 정보활용능력, 자기주도적 학습능력, 학업적 효능감에 미치는 효과를 규명하기 위함이다. 대상자는 한국의 일개 대학교 간호학과 4학년 학생 81명이었다. SIM-PBL은 4주 동안, 주 1회(150분) 제공하였고, 교육 전후에 구조화된 설문지를 활용하여 정보활용능력, 자기주도적 학습능력, 학업적 효능감을 조사하였다. 교육 후에 정보활용능력의 하부영역 중 정보통합(p=.030), 정보표현(p=.003) 및 정보윤리(p=.016) 영역의 능력이 향상되었다. 그러나, 자기주도적 학습능력과 학업적 효능감은 교육 후에 변화가 없었다. SIM-PBL은 간호대학생의 정보활용능력을 향 상시키는데 효과적인 교수법임을 확인하였다. 앞으로, 신뢰성 높은 유용한 정보를 윤리적으로 활용할 수 있도록 돕는 SIM-PBL 교육방안이 필요하다.

The objective of this study was to determine the effects of simulation education with problem-based learning (SIM-PBL) on information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The subjects were 81 fourth-year nursing students attending a university in Chungcheongnam-do, Korea. SIM-PBL was provided once per week (150 minutes each) for four weeks, and a structured questionnaire was used to survey information literacy, self-directed learning ability, and academic self-efficacy before and after educational training. After completing the four-week program, abilities in the sub-items of information literacy, such as information integration (p=.030), information expression (p=.003), and information ethics (p=.016) were improved. However, no differences in self-directed learning ability and academic self-efficacy were noted. Findings confirmed that SIM-PBL is an effective teaching method for improving the information literacy of nursing students. Therefore, it is necessary to come up with an SIM-PBL education plan for utilizing reliable and useful information ethically.

This paper discusses the performance of linear regression, regression tree, support vector regression, and ensemble learners in modelling airflow between two spaces based on accuracy and training time. To obtain training data, different scenarios from an existing computational fluid dynamics (CFD) model are simulated via transient analysis using Cradle scSTREAM. The raw dataset is transformed to having time step sizes of 2.5s, 5.0s, and 50.0s. Feature scaling is also employed on the each data set using both min-max scaling and z-score methods for a total of 9 datasets. Hyperparameters according to machine learning (ML) algorithms are varied such that 15 ML models across the four algorithms are developed. The results show that the regression trees perform the best over all other algorithms, with all models maintaining R2 values above 0.95 at the different datasets. On the other hand, as expected, all linear models demonstrated poor performance compared to nonlinear models. Data resolution affects model accuracy and training time, with accuracy declining slightly as time step size increased. It is also found that there is no significant effect of feature scaling. Lastly, ML models yield substantially cheaper simulation costs than CFD to simulate airflow.

Purpose: This study aimed to examine the mediating effect of teamwork on the relationship between immersion in simulations and clinical competency among nursing students. Method: A total of 173 nursing students who participated in simulation-based learning were included. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficients, and PROCESS Macro Model 4. Results: Clinical competency differed significantly according to satisfaction with clinical practice, previous semester’s GPA, major satisfaction, team relationships, level of preparation, and adequacy of pre-orientation. Mean scores were 4.27±0.51 for learning immersion in simulation, 4.53±0.49 for teamwork, and 4.47±0.49 for clinical competency. All the variables showed significant positive correlations. Learning immersion in simulation had both direct and indirect effects on clinical competency through teamwork. Bootstrapping confirms that teamwork partially mediats this relationship. Conclusion: Learning immersion in simulations was significantly associated with clinical competency and teamwork played a significant mediating role. Educational strategies should promote immersion and teamwork to improve clinical competency.

Purpose: The purpose of this study was to investigate the effectiveness of pre-briefing in simulation-based learning on nursing students’ satisfaction with simulation. Method: A quasi-experimental post-test study was applied with 174 senior nursing students at a private university in South Korea. The experimental group (n=88) underwent a pre-briefing program, whereas the control group (n=86) did not. During pre-briefing, students had time to study simulation scenarios, discuss nursing processes related to simulation scenarios, and experience a simulation environment before simulation practice. Satisfaction scores were measured using the Satisfaction with Simulation Experience scale(SSE). Results: The mean scores in satisfaction with simulation were higher in the experimental group than in the control group, and the difference was statistically significant (t=-4.23, p<.001). Conclusion: This study emphasizes that pre-briefing in simulation-based learning is important in increasing students’ satisfaction and should be included in the planning of simulation-based learning programs.

Purpose: The purpose of the study was to investigate the satisfaction of paramedic students with simulation-based learning in an emergency intervention for bradycardia patients. Methods: Study participants were 72 paramedic students who experienced simulation-based learning. Data on satisfaction with the intervention were collected and analyzed using SPSS 18.0. Results: The mean satisfaction score for the simulation-based learning intervention was 4.28 by Likert 5 point scale. Conclusion: Simulation-based learning can facilitate adaptation to the scene of an emergency among paramedic students.

Purpose: This study aimed to examine the effects of simulation-based learning on the critical thinking disposition, communication confidence, and performance confidence in nursing care for children with fever. Methods: A one-group pre- and post-test design was used. A total of 59 nursing students participated. Results: The results of this study showed that the effectiveness of simulation-based learning showed statistically significant improvement in critical thinking disposition, communication confidence and performance confidence. Conclusion: The findings indicate that simulation-based learning in the nursing care of children with fever may be an effective teaching-learning method for nursing students.

본 연구는 시뮬레이션 학습에 플립러닝을 적용하여 졸업학년 간호대학생의 실습몰입, 학업자기효능감 및 임상수행 능력에 대한 효과를 검증하기 위하여 시행한 연구이다. 일개 대학의 간호학과 4학년 학생 48명을 연구 대상으로 하였으며, 실습 교육은 2024년 9월부터 12월까지 16주간 진행하였다. 교육 전후로 수집된 자료는 SPSS 22.0 프로그램을 사용하여 분 석을 진행하였다. 연구 결과, 실습 교육 후에 실습몰입(t=-8.280, p=<.001)과 학업자기효능감(t=-2.036, p=.043), 임상수행 능력(t=-6.487, p=<.001)이 유의미하게 향상된 것으로 나타났다. 이러한 결과는 플립러닝 기반 시뮬레이션 실습 교육이 졸업 학년 간호대학생의 실습몰입과 학업자기효능감을 높여 임상수행능력을 향상시키는 효율적인 교육방법임을 확인하였으며, 이 를 바탕으로 다양한 교육과정에 확대하여 적용해 볼 것을 기대한다.

This study aimed to evaluate the effects of applying flipped learning in a simulation-based course on practice immersion, academic self-efficacy, and clinical performance among senior nursing students. A total of 48 fourth-year nursing students from a university participated in the study. The simulation training was conducted over a 16-week period, from September to December 2024. Data were collected before and after the training and analyzed using SPSS version 22.0. The results showed significant improvements in practice immersion (t= -8.280, p< .001), academic self-efficacy (t= -2.036, p= .043), and clinical performance (t= -6.487, p< .001) following the intervention. These results confirm that flipped learning-based simulation practice education is an effective instructional method for enhancing practice immersion and academic self-efficacy, thereby improving clinical performance ability in graduating nursing students. Based on these findings, it is expected that this approach can be expanded and applied to various educational curricula.

Purpose : The purpose of this study was to develop a scenario and to evaluate the students by simulation-based learning of acute abdominal pain case in an emergency unit. The expert group of simulation developed the scenario based on actual abdominal pain by medical treatment records. Methods : Scenario was developed to evaluate the simMan3G simulation-based learning. The scenario was used in 2013 with ten groups of fourth grade 50 nursing students who voluntarily participated in the simulation class. Results : The nursing students were able to express nursing knowledge, learning attitude and self-efficacy. The simulation-based scenario proved to be very effective to students' skill training. The performance of nursing practice through simulation class made the nursing students more confident with patient care. Conclusion : Simulation-based learning was found to be the most effective curriculum to the nursing students and made the students satisfied and confident. So the simulation-based learning would be helpful to other students including paramedic students and medical school students.

This study aimed to develop a simulation-based scenario for pediatric nursing based on Kawasaki disease and to evaluate its impact on nursing students' knowledge, critical thinking disposition, self-efficacy, stress levels, and clinical performance. Methods: The scenario template was developed using the ADDIE model based on the National League for Nursing/Jeffries Simulation Framework. A quasi-experimental, single-group pretest-posttest was used. The study was conducted between March 3 and April 18, 2025, with 64 fourth-year nursing students. Self-report questionnaires were used to assess knowledge, critical thinking disposition, and selfefficacy. Stress was measured using physiological indicators, and clinical performance after the simulation was independently evaluated by both the instructor and researcher. Results: The scenario template required approximately six hours, and the simulation scenario operated for 20 minutes. Evaluation of the simulation`s effectiveness showed significant improvements in knowledge of Kawasaki disease (t=-6.96, p<.001), critical thinking disposition (t=-4.08, p<.001). The average clinical performance score was 64.81±6.61 out of a total of 86 points. Conclusion: The simulation-based learning method using the developed Kawasaki pediatric nursing scenario template was shown to be effective in enhancing clinical performance among nursing students. It may serve as a valuable educational tool for pediatric nursing education and future simulation-based training programs.

본 연구는 간호학생 대상으로 문제중심학습 기반의 시뮬레이션 실습 프로그램을 개발하고 효과를 검증하기 위한 혼합연구이다. 자료수집은 2021년 4월 19일부터 6월 11일까지 J도 소재 일개 대학 간호학과 학생 91명의 구조화된 설문지와 12명의 초점집단면담을 실시하였고 수집된 자료는 SPSS 23.0과 주제분석을 활용하여 분석하였다. 양적연구 결과, 문제중심학습 기반의 시뮬레이션 실습 프로그램은 대상자의 임상수행능력(t=2.78, ρ=.006), 학습만족도(t=2.41, ρ=.017)와 자신감(t=2.81, ρ=.005)을 향상시키는 데 효과가 있었으나, 문제해결능력 향상에는 효과가 없는 것으로 나 타났다. 질적연구 결과, 4개의 중심주제와 8개의 하위주제가 도출되었으며, 도출된 중심주제는 ‘우선순위에 근거한 통 합적인 간호를 학습함’, ‘의사소통을 통한 팀 상호협동을 경험함’, ‘중환자간호를 선명하게 학습함’, 그리고 ‘간호역량이 향상됨’이었다. 본 연구는 혼합연구방법을 통하여 문제중심학습 기반의 시뮬레이션 실습 효과를 검증하였다는데 의의가 있으며 간호학생 대상으로 근거 기반의 시뮬레이션 실습 교육 프로그램을 개발하는데 기초적인 자료로 제공되어 실습교 육 현장에서 다양하게 활용될 수 있기를 기대한다.

This study aimed to develop simulation practice program with PBL (S-PBL) for nursing students and evaluate the effect of the program on their problem solving ability, clinical performance competency, learning satisfaction and confidence. The participants were nursing students who applied for simulation practice courses at an university in J province. The study was a mixed-method design using a nonequivalent one group pretest-posttest design (n=91) and focus group interview (n=12). Quantitative data were analyzed using SPSS 23.0 program and qualitative data thematic analysis. Quantitative data showed S-PBL was effective in improving clinical performance competency, learning satisfaction and confidence of the participants, but not in improving problem solving ability. As a result of the qualitative study, four themes and eight sub-themes were derived, and the themes were “Learn integrated nursing care based on priority”, “Experience team cooperation through communication," "Learn vividly critical care" and "Improved nursing competency". The S-PBL could be effective in practical education for nursing students. In further study, it is necessary to develop various simulation practice programs based on PBL through a mixed-method design and apply them to nursing curriculum.

Purpose: Improving students’ self-confidence is an important strategy in simulation learning. This study aimed to identify the factors influencing students’ self-confidence in simulation learning based on the Jeffries Simulation Framework. Method: A cross-sectional survey was conducted with 140 senior nursing students’ at a university, and data were collected through self-reported questionnaires. Data on students’ self-confidence were collected for student/ facilitator factors (satisfaction on major, overall grade average, and facilitator satisfaction), educational practice factors (active learning, collaboration, diverse ways of learning and educational goals), and simulation design characteristics factors (objectives/information, support, problem solving, feedback, and fidelity). Data were analyzed using an independent t-test, one-way ANOVA, Pearson’s correlation, and hierarchical multiple regression analysis. Results: The regression model had an adjusted R2 of .61, indicating that education goal, active learning, facilitator satisfaction, and fidelity were significant predictors of students’ self-confidence in simulation learning. Conclusion: To increase students' self-confidence with simulation learning strategies, it is necessary to design lessons that include educational goals, active learning, improved student satisfaction with the facilitator and fidelity based on the Jeffries Simulation Framework.

Purpose: This study aimed to perform an integrated literature review to identify evidence for developing a problem-based learning (PBL) method based on a simulation education program for nursing students. Methods: In May 2022, 10 electronic databases were used to conduct a literature search using the keywords simulation, PBL, nursing, and education in Korean and English. Finally, 21 studies were selected. Results: There were more single-type simulation studies than studies using a hybrid model that combined two simulation types. Most simulation studies were for a single domain of adult nursing rather than for various integrated domains. Four studies (19%) applied a theory during debriefing, but most did not conduct a systematically structured debriefing. All studies selected attitude and competency as the outcome variables to study the effects of the intervention. Two variables (attitude and competency) or three variables (knowledge [or skill], attitude, and competency) were typically selected, and their effects were measured. Conclusion: PBL based on simulation education can be effective in improving nursing practice competency in nursing students. Future studies ought to develop interprofessional education programs based on PBL simulations through multidisciplinary cooperation.

목적 : S-PBL학습방법이 학생들의 학업성취도와 만족도에 영향을 미치는지 알아보기 위해 교육평가도구를 개발하여 작업치료과 학생들의 교육양상을 살펴보고, 교과목 운영에 있어서 통합교과목과 교과목 부분통합으로 운영하는 학과간의 차이를 비교분석하여, S-PBL학습방법의 효과를 밝히는데 있다.연구 방법 : PBL학습을 기초로 S-PBL학습방법을 경험한 간호·보건계열 학생 966명을 대상으로 조사하였다. 작업치료과는 2년간 적용한 학년과 학기별 비교와 교과목 운영에 영향을 미치는지를 알아보기 위해 학과간의 비교분석으로 학생들의 교육효과를 검증하였다. 결과 : 첫째, 작업치료과 학생들은 1학기보다 2학기에 학업성취도와 학습만족도가 높았으며, 1학년보다 3학년이 모든 항목에서 높았다. 특히, 그룹활동 능력은 모든 학년에서 높았다. 둘째, S-PBL학습방법은 학습자들의 문제해결 능력, 그룹활동능력, 의사소통능력, 현장실무능력에 매우 유익한 학습방법임을 분석결과 모두 통계적으로 유의했다. 셋째, 부분통합 교과목 보다는 통합교과목으로 적용된 학생들의 학업성취도가 문제해결 능력을 제외한 모든 항목이 유의하게 높았으며, 교육환경과 운영방법에 대한 학습 만족도 역시 높았다. 결론 : 이상의 결과를 바탕으로 S-PBL학습방법은 통합교과목으로 운영되고, 매학기 학 년마다 적용한 학생일수록, 학업성취도와 학습만족도가 높다. 그러므로 작업치료학과에서 학생들의 통합능력과 문제해결능력, 실무능력들을 학교교육에서 갖추고자 한다면, 통합된 교과목으로 S-PBL학습방법을 매 학기와 학년마다 확대 적용할 필요성이있음을 시사해주었다.

Objective : The purpose of this study was to examine the effectiveness of a Simulation-Problem Based Learning (S-PBL) curriculum to determine any influence on learning achievements and the satisfaction of students. Methods : The study aimed to examine 966 nursing and health allied college students with experience in an SPBL curriculum based on the Problem Based Learning (PBL) curriculum. The department of occupational therapy investigated the educational effectiveness of students using a comparative analysis among the related departments to determine the effect on the management of the curriculum through a comparison with students educated through PBL for two years and with semesters. Results : 1) The study indicates that occupational therapy students show higher learning achievements and more satisfaction during their first semester than their second semester. Also, seniors received higher results in every category compared to freshmen, and in particular, group activities showed higher results for every grade. 2) The S-PBL curriculum indicated a significantly helpful learning style in terms of problem solving, group activity, communication, and practical-based education skills. 3) The students educated through integrated subjects showed higher learning achievement in every category except problem solving. In addition, they showed higher satisfaction with the school’s educational environment and management than those who were educated through partially integrated subjects. Occupational Therapy students statistically improved their abilities in prep, communication and group activities. On the other hand, there was not a significant difference in terms of satisfaction with their education. Conclusion : The students showed high learning achievement and satisfaction when they were educated through S-PBL and integrated curricula during each semester and in each grade. Thus, if the faculty of an Occupational Therapy department wants students to have the ability to integrate, solve problems, and show practical-based education skills in school, they need to apply an S-PBL curriculum more widely in each semester and each grade using an integrated curriculum.

목적 : 본 연구는 실무중심교육모델인 S-PBL 학습방법을 적용받은 작업치료과 학생들의 만족도에 영향을 미치는 요인들을 조사‧분석함으로써 작업치료 관련 교과목의 학습자료 및 학습방법을 지속적으로 개발‧연구할 수 있는 기초자료로 활용하는데 있다. 연구방법 : S-PBL 학습방법을 경험한 작업치료과 학생 102명을 대상으로 설문을 실시하였다. 배부된 설문 102부 중 총 85부를 가지고 통계분석을 실시하였다. 결과 : 설문에 대한 분석결과 첫째, 교수의 수업운영 요인에서 여학생이 남학생에 비해 통계학적으로 유의한 긍정적인 답변을 하였으며, 교수법의 수용성 요인은 2학년과 3학년이 1학년에 비해 통계학적으로 긍정적인 답변을 하였다. 직전학기 성적에 따라 차이를 나타내는 요인은 없는 것으로 나타났다. 둘째, S-PBL 학습방법의 만족도에 가장 많은 영향을 미치는 요인들은 교수법의 수용성, 그룹활동의 수용성, 수업준비과정을 통한 문제해결 요인 순으로 나타났으며, 학년별 만족도 요인 중요도는 다르게 나타났다. 셋째, S-PBL 학습방법에서 어려운 점은 그룹 활동 시 모든 조원들의 참여유도가 어렵다는 것이며, 보강시켜야 할 부분은 실습과 강의, 자율학습, 토론 순으로 나타났다. 결론 : 이상의 결과를 바탕으로 S-PBL 학습방법에 대한 만족도를 높여 수업의 효율성과 효과성을 높이기 위해서는 새로운 학습방법에 대한 학생들의 이해도 향상방안, 다양한 학습자의 동기유발 방안, 교수의 촉진자로서의 태도, 교수의 중재 및 평가방식의 다양화 등이 필요하며, 이에 대한 추후연구와 실증검증이 요구된다.

Objective : The aim of this study was to investigate the factors affecting the satisfaction of occupational therapy (OT) students from the Department of OT on the S-PBL curriculum, which may guide the development of teaching data and a teaching method. Methods : The participants were 102 OT students who had experienced an S-PBL curriculum. Eighty-five questionnaires were collected and analyzed. Results : The results of the study are summarized as follows. First, the ‘lesson management factor of the professor' differed statistically based on sex, and the ‘perception factor of the teaching method' differed based on academic year. Second, critical factors affecting student satisfaction were in the order of ‘perception factor of the teaching method', ‘perception factor of group study', and ‘problem solving factor through study preparation', but the factors differed by academic year. Finally, a difficult aspect of the S-PBL method was shown to be taking part in a group study with all members. A supplementary section showed a high need for practice. Conclusion : According to the results of the survey, the efficiency and effectiveness of the S-PBL method will be improved by further surveys on the elevation of the students' comprehensive understanding of the new teaching method; diversify motivation method, teacher management, and evaluation method.

Purpose: This study is examined the effects of simulation practice education with problem-based learning methods on nursing students' learning attitudes, learning satisfaction, critical thinking disposition, and problem-solving ability. Method: A quasi-experiment single group pretest-posttest design was adopted. Simulation education was conducted by utilizing problem-based learning methods to teach the following topics to nursing students enrolled in 4th grade in S city: respiratory, circulatory, and nervous system. The experiment was conducted for 12 weeks, from September to December, 2019. Paired t-test and Pearson product-moment correlation coefficient were used to analyze the collected data. Results: Learning attitude and problem-solving ability showed significant differences in the experiment. Among the sub-areas of problem-solving ability, there were significant differences in the following: problem recognition (p<.001), information gathering (p<.001), confident thinking disposition (p<.001), acceptance to carry out an adventure (p<.001), evaluation (p=.027), and feedback (p<.001). In addition, learning attitude showed significant positive correlations with learning satisfaction, critical thinking disposition, and problem-solving ability. Conclusion: The findings of this study suggest that, it is necessary to develop a variety of iterative studies and simulation scenarios to confirm the effectiveness of simulation training.