Evidence-Based Simulation Training Education Experience of Nursing Students

The mediating role of flow in the relationship between simulation design and simulation educational satisfaction in Korean nursing students: A cross-sectional study

“…Simulation-based education requires instructor preparation and consideration, from setting learning objectives to developing scenarios, preparing supplies, prebrie ng, standardized patient training, preparing the simulator, running the simulation, and debrie ng [4], making it an education method with a high instructor burden. Nevertheless, simulation-based education improves nursing students' problemsolving, clinical judgment, and communication skills [5] [6], and develops the teamwork necessary for clinical nurses [7], leading to its increasing use in nursing education. However, simulation-based education does not only bring the aforementioned positive outcomes to participating students.…”

“…Since the simulation experience is in uenced by the dynamic interaction between the instructor/instructional strategy and the learner, simulation-based education design, which includes the learning objectives, simulation contents, and the instructor's cueing and debrie ng, can in uence simulation outcomes such as learning satisfaction [14]. During the debrie ng process, learners who participated in the simulation acquire knowledge and skills about the simulation situation and can learn through re ection [7]. Well-designed simulation-based education improves clinical decision-making, promotes learning engagement, and increases satisfaction and con dence in learning [15] [16] [17].…”

“…This highlights the value of the ow experience in enhancing intrinsic motivation in remote learning, which depends on learners' self-direction, and in producing excellent learning outcomes [19]. Since simulation-based education involves learning in a hypothetical situation, learner ow is even more important, as learners in simulations report feeling like they are being observed by someone else [11] and that it is not real [7], indicating that they may not be able to immerse themselves in the simulation situation [18]. This suggests that a simulation design that increases physical, conceptual, and psychological delity is necessary to induce ow.…”

The mediating role of flow in the relationship between simulation design and simulation educational satisfaction in korean nursing students: a cross-sectional study

“…Simulation-based education requires instructor preparation and consideration, from setting learning objectives to developing scenarios, preparing supplies, prebriefing, standardized patient training, preparing the simulator, running the simulation, and debriefing [4], making it an education method with a high instructor burden. Nevertheless, simulation-based education improves nursing students' problem-solving, clinical judgment, and communication skills [5,6] and develops the teamwork necessary for clinical nurses [7], leading to its increasing use in nursing education.…”

Communication Experience of Nursing Students: A Simulation using Standardized Patients

“…470 Journal of Korean Academy of Psychiatric and Mental Health Nursing 도경진 • 이은영 교육과정 및 프로그램 개발이 절실히 필요하게 되었다 [3]. 이 러한 간호교육환경의 변화와 어려움을 해결하고, 간호대학생 들의 전공지식과 실무능력을 향상시킬 수 있는 교육을 위해 시 뮬레이션이 활용되고 있다 [4].…”