The purpose of this study was to identify the effects simulation-based education combined team-based learning (SBE combined TBL) compared to simulation-based education (SBE) on undergraduate nursing students. Methods: A non-equivalent control group design with pre-and posttest measures was used. The participants in the study were 181 students. The SBE combined TBL group consisted of 84 senior students in 2013, and the SBE group consisted of 97 seniors in 2014. Collected data were analyzed using chi-square, independent t-test and ANCOVA with the statistical package SPSS 22.0 for Windows. Results: There was a significant improvement in communication skills, nursing performance confidence, team efficacy, and team performance scores in the SBE combined TBL group compared to the SBE group (t=2.45, p=.015; F=4.30, p=.040; t=3.06, p=.003; t=8.77, p<.001). However, there was no statistically significant difference in self-directed learning between the groups. Conclusion: SBE combined TBL compared to SBE is an effective teaching and learning method to enhance various positive educational outcomes for nursing students. Therefore, we suggest that future studies investigate the development of an integrated course in which team-based learning is applied to theoretical sessions and simulation-based training.

This study assessed the reliability and validity of the Korean version of the 15-item Dispositional Resilience Scale (DRS-15) in a sample of Korean adults. In a baseline study conducted in June 2015, the DRS-15, Center for Epidemiologic Studies-Depression Scale (CES-D), and Korean Resilience Questionnaire-53 (KRQ-53) were administered to 409 Korean adults aged 20-79 years. A 1-year follow-up study was conducted in June 2016, and the CES-D was administered to assess predictive validity. Confirmatory factor analysis identified three dimensions for the DRS-15: commitment, control, and challenge (χ/df = 2.32, GFI = .90, AGFI = .88, RMR = .04, TLI = .91, NFI = .89, and RMSEA = .05), and concurrent and predictive validity were demonstrated via the CES-D and KRQ-53. Furthermore, the DRS-15 established known-group validity. Cronbach's alpha coefficients for internal consistency reliability of the three subscales ranged from .75 to .83. Three-week test-retest reliability coefficients ranged from .80 to .81. The KDRS-15 showed satisfactory construct and criterion validity and internal consistency.

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.

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The aim of this research was to identify the relationships between occupational stress, ethical dilemma, burnout and turnover intention and the factors influencing turnover intention in hospital nurses. Methods: The participants, 215 nurses, were recruited from two university hospitals located in two provinces of Korea. Data were collected through self-report questionnaires. Collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression with SPSS/WIN 22.0. Results: Participants' scores for occupational stress, ethical dilemma, burnout and turnover intention were 3.96±0.45, 2.60±0.39, 3.71±0.70, and 3.50±0.90 respectively. The results show that the higher the score for occupational stress, ethical dilemma, and burnout the higher the score for turnover intention. The most important factor influencing turnover intention was burnout (β=.42, p<.001), followed by position (β=.21, p=.001), educational level (β=.21, p=.007), ethical dilemma (β=.13, p=.020) in that order. These factors explained 43.5% of total variance in turnover intention (F=19.34, p<.001). Conclusion: Changes in hospital structural management systems and support strategies should be developed and operated, taking into account burnout, ethical dilemma, and personal characteristics of clinical nurses in order to reduce turnover.