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In national and social crises, high-quality nursing education in the undergraduate program is essential to improve the clinical nursing competency and problem-solving ability of nurses who are nursing mediators. The purpose of this study is to develop and apply an online nursing training simulation program for nursing students and test its effectiveness. The study used a quasi-experimental, single group and a pre and posttest design. The program improved the participants' clinical competency and problem-solving ability scores, and it was found that the online nursing training simulation program was an effective intervention for the clinical performance and problem-solving ability of nursing students. The online nursing training simulation program developed in this study enables repeated training while minimizing the burden on learners. In addition, it can be applied without time and space restrictions in a continuous infection situation such as COVID 19. In the future, based on the results of this study, it is necessary to develop various online nursing practice contents. In addition it is suggested that long-term follow-up studies will be conducted to verify the persistence of effects through repeated measurements.

Purpose: Virtual reality simulation can give nursing students a safe clinical experience involving highrisk infants where access to neonatal intensive care units is limited. This study aimed to examine the effects of a virtual reality simulation program on Korean nursing students’ knowledge, performance selfefficacy and learner satisfaction. Methods: A nonequivalent control group design was applied. Senior nursing students were divided into an experimental group (n = 25) experiencing virtual reality simulation and routine neonatal intensive care unit practice and a control group (n = 25) having routine neonatal intensive care unit practice. The program consisted of three scenarios: basic care, feeding management and skin care and environmental management for prevention of neonatal infection. The total execution time for the three scenarios was 40 minutes. The simulation created immersive virtual reality experiences using a head-mounted display with hand-tracking technology. Data were collected from December 9, 2019, to January 17, 2020, and were analyzed using descriptive statistics and the t-test, paired t-tests, Mann-Whitney test and Wilcoxon signed-ranks test. Results: Compared to the control group, the experimental group showed significantly greater improvements in high-risk neonatal infection control performance self-efficacy (t = _2.16, p = .018) and learner satisfaction (t = _5.59, p < .001). Conclusion: The virtual reality simulation program can expand the nursing students’ practice experience in safe virtual spaces and enhance their performance self-efficacy and learning satisfaction.

Purpose: Hybrid simulation has emerged to increase the practicality of simulation trainingby combining simulators and standardized patient (SP) that implement realistic clinicalenvironments at a high level. This study aimed to develop a hybrid simulation programfocused on case of pediatric cardiac catheterization and to evaluate its effectiveness. Methods: The hybrid simulation program was developed according to the Analyze, Design,Develop, Implement, and Evaluate (ADDIE) model. And deep learning-based analysisprogram was used to analyze non-verbal communication with SP and applied it fordebriefing sessions. To verify the effect of the program, a quasi-experimental study usinga random assignment design was conducted. In total, 48 nursing students (n=24 in theexperimental group; n=24 in the control group) participated in the study. Results:Knowledge (F=3.53, p=.038), confidence in clinical performance (F=9.73, p<.001), andcommunication self-efficacy (F=5.20, p=.007) showed a significant difference in bothgroups and interaction between time points, and the communication ability of the experimentalgroup increased significantly (t=3.32, p=.003). Conclusion: Hybrid simulationprogram developed in this study has been proven effective, it can be implemented inchild nursing education. Future research should focus on developing and incorporatingvarious hybrid simulation programs using SP into the nursing curriculum and evaluatingtheir effectiveness.

Purpose: The purpose of this study was to develop an Situation-Background-Assessment-Recommendation (SBAR) fall simulation program for Koreana nursing students and to evaluate its effectiveness. Methods: This study used a single-blind randomized control pretesteposttest design. The 54 nursing students in their third semester at a college in Korea were selected through convenience sampling (SBAR group 26, handoff group 28). The SBAR-based program was provided to the experimental group, while the general handoff-based program was given to the control group. The program was designed for a total of three sessions each and no more than 120 minutes each. Measurement variables included the knowledge, skill, attitude, communication ability, and its clarity related to falls. The data were analyzed with x2 test, t test, and repeated measures of ANOVA using the SPSS 18.0 program. Results: The SBAR group showed the improved fall-related skill and communication clarity compared with the handoff group. There was a significant difference in the fall-related knowledge only in a timedependent manner before and after intervention, while there was no statistically significant difference in the attitude and communication ability related to falls. Conclusions: SBAR-based simulation program revealed positive results in terms of patient safety of nursing college students compared with the general handoff-based method. Therefore, the SBAR-based simulation program is expected to be used as an educational intervention for nursing students not only to improve abilities in reporting and communication but to prevent or handle patient safety accidents efficiently.

Purpose: Standardized patient-based simulation is known to be a useful tool in the training of nursing students;however, few studies have examined the use of this method in oncology nursing education. This study aimed toevaluate the effects of an oncology nursing simulation program that used standardized patients on knowledge,nursing performance ability, and satisfaction among nursing students. Methods: This study used a non-equivalentcontrol group pretest-posttest design. The experimental group (n=25) participated in an 8-hour oncology nursingsimulation program that consisted of a lecture (2 hours) and a four-session simulation program(6 hours). The controlgroup (n=29) received case-based learning (6 hours) and a lecture (2 hours). Knowledge level was assessed witha 33-item knowledge assessment multiple-choice questionnaire. Nursing performance ability was assessed witha nursing performance ability checklist. Educational satisfaction was evaluated using the 12-item Course SatisfactionEvaluation tool. Data were collected from June to July of 2012 and were analyzed using descriptive statistics,independent t-test, and repeated measures analysis of variance. Results: The experimental group showed significantlyhigher nursing performance ability and satisfaction compared with the control group. Knowledge of oncologynursing increased in both the experimental and control groups. Conclusion: An oncology nursing simulation programwas more effective than case-based learning in improving nursing student performance and was found to producehigh satisfaction.

Purpose: This systematic literature review and meta-analysis explored extended reality (XR)-based pediatric nursing simulation programs and analyzed their effectiveness. Methods: A literature search was conducted between May 1 and 30, 2022 in the following electronic databases: MEDLINE, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), and CINAHL. The search period was from 2000 to 2022. In total, 6,095 articles were reviewed according to the inclusion and exclusion criteria, and 14 articles were selected for the final content analysis and 10 for the meta-analysis. Dataanalysis was performed using descriptive statistics and the Comprehensive Meta-Analysis program. Results: XR-based pediatric nursing simulation programs have increased since 2019. Studies using virtual reality with manikins or high-fidelity simulators were the most common, with six studies. The total effect size was statistically significant at 0.84 (95% confidence interval=0.50-1.19, z=4.82, p<.001). Conclusion: Based on the findings, we suggest developing standardized guidelines for the operation of virtual pediatric nursing simulation education and practice. Simultaneously, theapplication of more sophisticated research designs for effect measurement and the combined applications of various virtual simulation methods are needed to validate the most effective simulation methodology.

Purpose: This study aimed to evaluate the effects of a virtual reality (VR) program and simulation training on nursing students’ ability to measure vital signs in children. Methods: This mixed-methods study, which included a randomized controlled trial and a qualitative study, was conducted from June 12 to November 15, 2023. Forty-four nurs- ing students from a university in South Korea were randomly assigned to either the ex- perimental or control group. The experimental group first participated in a VR program focused on measuring vital signs in children, followed by a high-fidelity simulation training. The control group received the training in the reverse order. The participants’ knowledge, confidence in practice, and satisfaction with the practice were analyzed us- ing the repeated-measures analysis of variance. VR learning experiences were analyzed through qualitative content analysis. Results: Both the experimental and control groups showed significant increases in knowledge and confidence in practice after the interventions compared to baseline. However, there were no significant differences in changes in knowledge, confidence in practice, and satisfaction with practice between the two groups. Three themes were iden- tified from the nursing students’ experiences with VR learning: ‘realistic learning train- ing,’ ‘overcoming learning limitations,’ and ‘perceiving drawbacks.’Conclusion: The VR program was as effective as high-fidelity simulation training in im- proving nursing students’ ability to measure children’s vital signs. Moreover, VR pro- gram offered additional benefits in addressing limitations of simulation-based learning. These findings suggest that VR program can serve as a valuable educational tool to en- hance pediatric nursing skills.

Purpose: Because fever is a common symptom in children, parents must have accurate knowledge and management ability about it to be able to provide appropriate manage- ment. This study aimed to develop a fever management education program, incorporat- ing case-based simulation practice for parents of hospitalized children, and examine its effects on knowledge of fever in children, anxiety related to fever, and self-efficacy in child fever management. Methods: A quasi-experimental, non-equivalent control group pretest-posttest design was employed. A total of 50 parents participated, with 24 and 26 in the experimental and control groups, respectively. The experimental group received both theoretical lectures and case-based simulation practice, whereas the control group received only theoretical lectures. Results: No statistically significant differences were observed between the groups re- garding knowledge of fever or anxiety related to fever immediately after the intervention or at the 4-week follow-up. However, the experimental group showed a significant im- provement in self-efficacy in fever management from pre- to post-intervention. Conclusion: The findings suggest that fever management education incorporating case- based simulation practice, in addition to theoretical instruction, could potentially en- hance parents’ confidence in managing childhood fever. Developing simulation-based educational interventions that enhance long-term effectiveness, can be feasibly integrat- ed into hospital settings, and provide practical and accessible approaches is essential to support parents in effectively managing fever in real-life situations.

하수처리장에서의 화학적 인 제거를 위해 필요한 약품량은 실험결과에 의해 만들어진 그래프를 통해 제시되고 있다. 그러나 시뮬레이션 프로그램인 EQPS21의 화학적 인 제거모델은 인 제거를 위해 투입된 약품의 수화물에서 생성된 활성 지점이 화학적 인 제거에 관여한다고 제시하고 있다. 화학적 인 제거 모델이 문헌에서 제시된 약품 소요량과 일치하는지 를 파악하기 위해 시뮬레이션을 수행하였는데, 시뮬레이션 결과는 문헌 제시 결과와 일치하고 있음을 보여주었다. 화학 적 인제거를 위해 투입되는 약품 투입지점의 속도경사는 전체적인 화학적 인 제거에 있어서 가장 중요한 인자임이 시뮬 레이션을 통해 증명되었다. 속도경사가 20 1/s인 경우 하수 원수에 약품을 투입해서 처리수 PO4-P농도를 0.2 mg/L로 하 기 위해서는 Al/P 몰비가 4.7이되는 Al을 투입해야 하지만, 속도경사가 200 1/s에서는 2.4 Al/P 몰비의 Al만 투입해도 되 는 것으로 시뮬레이션을 통해 파악되었다.

The amount of metal to phosphorus removal is estimated by the graph developed by experimental data in wastewater treatment facility. However, the active sites on the surface of metal hydroxide are claimed to involved in chemical phosphous removal model in EQPS21. In order to evaluate the compatibility of model in EQPS21, various simulations are carried out to compare with the results from literature. It is found that simulation results are well agreed with experimental data in literature. The simulation results prove that the velocity gradient at metal injection point plays a major role in chemical phosphorus removal. When velocity gradient is 20 1/s, Al corresponding of molar ratio of 4.7 has to be injected to raw sewage to have 0.2 mg/L of effluent PO4-P concentrations. However, when velocity gradient is 200 1/s, Al corresponding of molar ratio of 2.4 is required to have same effluent PO4-P concentration.

The full extent of damage depend greatly on the quick and rational decision making by the incident commander soon after the disaster. The decision that everybody should wait by the captain, not to enter into the ship by the first dispatched incident commander, broadcasting failure have brought about a huge loss of life at Sewol cruise ship incident. Thus this study reviews the training and education system supporting the rational crisis decision making performed by the incident commander to cut off the expansion of disaster which is caused by the failure of the incident situation awareness and the decision making described above.

This study was designed to develop and evaluate simulation program on infectious disease disaster management for nurse students. This study explores the efficacy of a simulation-based learning scenario in enhancing the competencies of nursing students in infectious disease disaster management. The methodology involved foundational learning tailored to the four stages of infectious disease disaster followed by a detailed simulation scenario. Reflective thinking was encouraged through debriefing sessions. The findings revealed significant improvements in the students' problem-solving abilities (t=-4.71, p<.001), infectious disease knowledge (t=-3.39, p=.001), attitudes towards infectious diseases (t=-4.49, p<.001), and clinical performance capabilities in infectious disease settings (t=-4.43, p<.001) post-simulation training. This study confirmed that infectious disease disaster management simulation program can enhance problem-solving abilities, knowledge about infectious disease management, attitudes towards infectious disease management, and clinical performance capabilities among participants. Based on these findings, there is a need to expand infectious disease disaster management simulation training for nursing students.

이 연구는 시뮬레이션 기반 통합실습교육 프로그램이 간호대학생의 문제해결능력, 비판적 사고와 임 상수행능력에 미치는 효과를 파악하였다. 이 연구는 비동등성 대조군 전후설계의 유사 실험 연구이다. 우리는 3시간씩, 주 1회 14주 과정의 시뮬레이션 기반 통합실습교육 프로그램을 개발하였다. 자료는 프로그램 시작 시점과 프로그램 종료 시점에 수집하였다. 실험군에 86명, 대조군에 107명으로 총 193명 의 간호 대학생이 참여하였다. 수집된 자료는 SPSS/WIN 21.0 프로그램을 이용하여 t-test, paired t-test로 분석하였다. 문제해결능력과 임상수행능력은 프로그램 중재 후 대조군에 비해 실험군에서 유의하게 향상되었다. 비판적 사고는 유의한 차이가 없었다. 시뮬레이션 기반 통합실습교육 프로그램은 문제해 결능력과 임상수행능력 향상을 위한 교육 및 학습 전략으로 이용될 수 있을 것이다.

This study examined the effects of a simulation-based integrated clinical practice program on problem- solving competence, critical thinking and clinical competence among nursing students in Korea. This research used a nonequivalent control group pretest-posttest design. We developed a simulation-based integrated clinical practice program taking 3 hours per session, once per week for 14 weeks. 193 undergraduate nursing students participated in the study including 86 in the experimental group and 107 in the control group. Data were analyzed by SPSS 21.0 for t-test and paired t-test. While problem-solving competency and clinical competence were significantly improved in the experimental group, no difference was found in critical thinking. Simulation-based integrated clinical practice program could be utilized as a learning strategy for improving problem-solving and clinical competency of nursing students.

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.

Purpose: This study aimed to development and test the effects of patient safety/infection control simulation program based on a brain-based learning framework for nursing students. Methods: This pilot study used a one group pre-post test design. The study was conducted in one university in Korea. Participants were recruited using a convenience sample. Fifteen nursing students participated in this study. Results: The levels of perception of importance of patient safety management (Z=3.41, p=.001), confidence on patient safety (Z=3.30, p=.001), attitude toward personal protective equipment (Z=3.10, p=.002), and efficacy of personal protective equipment (Z=3.35, p=.001) were significantly increased. Conclusion: The application of brain-based learning framework in nursing simulation could be an effective education for nursing students.

Purpose: This study aimed to develop nursing simulation program for high-frequency community health nursing problems using standardized patients. Methods: The ADDIE model were used to develop nursing simulation program. Participants included educational experts, community health nurses, and nursing students. A needs assessment was conducted in the analysis phase. In the design phase, scenario topics, learning objectives, and program outcomes were established. The modules were developed and implemented in the development and implementation phases. Experts validated the developed scenarios, which were evaluated using a pilot test. Results: Four scenarios were developed. The topics were the management of tuberculosis patients and visiting nursing for older adults living alone in public health center, nursing care for older adults in the community in public health post, and nursing care for workers complaining of skin rashes at industrial sites. Conclusion: The developed nursing simulation program focused on community health nursing using standardized patients and contributed to improving com- petencies among students.

Purpose: This study was done to analyze the effectiveness of simulation-based integrated practice program (maternal-child) on nursing knowledge, self-confidence, and clinical competence of nursing students. Methods: A nonequivalent control group pre-post experimental design was used to compare experimental and control group. The experimental group received the integrated simulation practice and the control group received a separate simulation for maternal care and for newborn care. Results: The experimental group who had the integrated simulation had significantly higher scores for self-efficacy on nursing handover (F=0.480 p=.012) and oxygen therapy in newborn care (F=3.262 p=.037), and for clinical competence (F=2.639, p<.001) and personal satisfaction with debriefing compared to the control group (F=2.179, p=.044). But the experimental group did not have significantly higher scores in nursing knowledge. Conclusions The results indicate that an integrated simulation practice is an effective practice method to improve self-confidence, clinical competence and satisfaction. Also this study had significance in providing a setting similar to the clinical situation.

본 연구의 목적은 대학생을 대상으로 하는 노인생애체험 교육프로그램을 직접 실행해봄으로써 노인생애체험교육 프로그램이 대학생의 노인에 대한 태도에 미치는 영향을 분석하는 것이었다. 이를 위해 본 연구에서는 상설체험관형 노인생애체험교육 프로그램을 개발하고, 본 프로그램에 참여한 156명의 대학생을 대상으로 단일집단 사전-사후설계(The One-Group Pretest Posttest Design)를 활용한 분석을 시도하였다. 분석 결과 대학생의 노인에 대한 태도는, 사전조사에서 3.93점으로 중립적인 수준에 머물렀던 점수가 4.63점으로 향상됨으로써 본 프로그램 이후에 노인에 대한 태도가 긍정적으로 변화하였고, 이는 통계적으로도 유의미했다. 하위 문항별로 보면, 20개 문항 중 총 11개 문항에서 통계적으로 유의미한 긍정적인 변화가 발견되었다. 따라서 본 프로그램은 노인과 노화에 대한 이해를 증진시키고, 고령친화적인 환경과 시설의 필요성을 인식시키는데 효과적인 것으로 평가될 수 있으며, 사회복지 교육의 내용 및 방법, 범위를 넓히기 위한 다양한 체험교육 프로그램이 개발되고 활용되어야 할 당위성을 보여준다.

This study aims to (1) practice aging simulation program on university students, (2) analyze the effects of the program on university students' attitudes toward the elderly. Three steps of simulation program were practiced by 156 university students from September, 2009 to Februrary, 2010. The data to analyze the effects of the program were collected by the one-group pre-test and post-test design. The results showed that the scores of attitude toward the elderly were improved statistically significantly, from 3.93(7 rating scale) to 4.63(7 rating scale). Second, they thought that the elderly could be more independent, patient, more optimistic, productive, friendly, wise, credible, generous, flexible, healthy and joyful than before. It indicates that the program helped them to understand the change in the bodies of the elderly and the effectiveness of the age-friendly products and environments. Successive efforts to utilize and activate the aging simulation program in social welfare education should be required for the age-integrative society.

Purpose: This study was designed to describe the effects of a nursing simulation focused on patients with cardiac arrest. The study was designed to measure knowledge, self-confidence, critical thinking, and clinical performance ability of nursing students. Methods: A non-equivalent control group quasi-experimental design was used. Thirty students in the experimental group received two hours of pre-learning and three hours of skill and simulation practice. Another thirty students in the experimental group received a two hour conventional lecture and three hours for skill practice. The post survey was completed by both groups. Results: Students in the experiemetal group scored significantly higher than students in control group. The critical thinking disposition was not significantly different between the two groups of students. Conclusion: The results indicate that a simulation education program is more effective in a number of areas including knowledge, self-confidence, and clinical performance. It is recommended that simulation education should be expanded to various clinical situations.

목적: 본 연구는 노인 환자를 돌보는 간호사를 위한 표준화 환자 기반 의사소통 시뮬레이션 프로그램을 개발하고, 간호사의 의사소통 자기효능감, 의사소통 장애, 의사소통 만족도에 미치는 효과를 평가하고자 하였다. 방법: 2023년 9월부터 11월까지 서울 소재 상급종합병원 외과 병동 간호사를 대상으로 수행된 무작위 대조군 전후설계 연구이다. 임상 경력 1년 이상이며 노인 환자 간호 경험이 있는 간호사 57명을 대상으로 하였으며, 무작위 배정을 통해 실험군(29명)과 대조군(28명)으로 구분하였다. 실험군은 표준화 환자를 활용한 시뮬레이션 프로그램과 교육 책자를 제공받았고, 대조군은 동일한 교육 책자를 이용한 자기주도 학습을 4주간 시행하였다. 효과 측정을 위해 의사소통 자기효능감, 의사소통 장애, 의사소통 만족도 등 검증된 도구를 사용하였으며, 각각의 Cronbach’s α는 .71, .79, .73였다. 프로그램 효과의 비교는 Paired t-test와 ANCOVA로 검증하였다. 결과: 실험군이 대조군보다 의사소통 만족도에서는 유의하게 향상되었고(F=4.19, p=.045), 자기효능감(F=0.02, p=.877)과 의사소통 장애(F=2.19, p=.144)에서는 집단 간 유의한 차이가 나타나지 않았다. 두 집단 모두 사전-사후 비교에서 자기효능감 향상, 의사소통 장애 감소, 만족도 증가의 긍정적인 변화가 있었으나, 일부 변인을 제외하고는 집단 간 차이는 유의하지 않았다. 결론: 본 연구는 간호사-노인 환자 간의 실제 임상 상황을 반영한 의사소통 시뮬레이션 프로그램이 간호사의 의사소통 능력 향상에 긍정적 영향을 줄 수 있음을 확인하였다. 이는 임상현장에서 활용 가능한 효과적인 교육 전략으로서의 타당성을 시사한다.

Purpose: This study aimed to develop a standardized patient-based communication simulation program for nurses caring for aged patients and to evaluate its effectiveness with a focus on communication self-efficacy, communication barriers, and communication satisfaction. Methods: A randomized controlled pre-post design was conducted with 57 surgical ward nurses from a tertiary hospital in Seoul (experimental group=29; control group=28). The experimental group received a simulation program using standardized patients along with an educational booklet; the control group received only the booklet for four weeks of self-directed learning. Outcomes were measured using validated instruments (Cronbach’s ?=.71, .79, .73) and analyzed with paired t-tests, independent t-tests, and ANCOVA. Results: Communication satisfaction significantly improved in the experimental group compared to the control group (F=4.19, p=.045). Although both groups showed positive changes in communication self-efficacy and communication barriers, the between-group differences were not statistically significant (F=0.02, p=.877; F=2.19, p=.144). Conclusion: The program enhanced nurses’ communication satisfaction and demonstrated potential for improving communication with aged patients. It may be a practical and effective educational strategy for clinical settings.

Purpose: Behavioral and psychological symptoms of dementia (BPSD) and delirium superimposed on dementia (DSD) can lead to severe complications if they are not accurately identified and managed. Effective dementia care therefore requires clear differentiation, systematic assessment, and appropriate nursing interventions. This study aimed to develop VRDementia: BPSD/DSD, a virtual reality simulation program, and to qualitatively examine its validity and usability as a development-based pilot study. Methods: Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the program was systematically developed. During the analysis phase, qualitative interviews and literature reviews identified educational needs among nurses in long-term care hospitals. Key challenges included distinguishing agitation/aggression (BPSD) from hyperactive DSD, and depression (BPSD) from hypoactive DSD. Based on these findings, four case-based scenarios were created. Content validity and usability were qualitatively evaluated through semi-structured interviews with five experienced nurses (≥5 years of clinical experience). Results: The program consists of four sessions addressing agitation/aggression and depression (BPSD), and hyperactivity and hypoactivity (DSD). Nurses practice symptom assessment, therapeutic communication, physician reporting, and nursing interventions. The simulation is accessible via head-mounted display (HMD), mobile devices, and PC (including laptops). Qualitative feedback indicated that participants perceived the program as useful and applicable for dementia care education, including its potential use in interdisciplinary training contexts. Conclusion: VRDementia: BPSD/DSD is a valid, practical educational tool that improves nurses’ competence in distinguishing and managing BPSD and DSD. This program may contribute to higher quality dementia care in clinical settings.