The Relationship among Learning Satisfaction, Learning Attitude, Self-efficacy and the Nursing Students' Academic Achievement after Simulation-based Education on Emergency Nursing Care

Kim, Hae-Ran; Choi, Eun-Young; Kang, Heeyoung; Kim, Seong–Min

doi:10.5977/jkasne.2011.17.1.005

Cited by 37 publications

(9 citation statements)

References 6 publications

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“…간호교육의 목적은 다양한 임상 환경에서 간호사로서의 업 무를 수행하는데 필요한 지식과 기술을 교육하는데 있다 (Kim, Choi, Kang, & Kim, 2011;Yoo, 2013). (Lee, Sung, Jung, & Kim, 1998).…”

Section: 서 론 연구의 필요성unclassified

“…대표적 교육방법으로 문제중심학습(problem-based earning, PBL), 웹기반 문제중심학습(web-based PBL), 근거기반학습 (evidence-based learning), 시뮬레이션기반학습(simulation-based learning) 등이 시도되고 있다 (Ko et al, 2010;Kim et al, 2011;Lee, Cho, Yang, Roh, & Lee, 2009 (Kim, 2006), 임상에서 필요 한 간호술기를 표준화시켜 반복 연습할 수 있다 (Beyea & Kobokovich, 2004). 따라서 간호학생들의 임상실습교육을 보 완하는 방안으로 다양한 시뮬레이션을 적용한 실습교육이 주 목받고 있다 (Lim, 2011).…”

Section: 최근 간호교육은 현장실습을 강화시키고 실습영역별 핵심술unclassified

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Comparison of Training Effectiveness for IV Injections: Intravenous (IV) Arm Model versus Computer Simulator

Kim¹

2014

Journal of Korean Academy of Fundamentals of Nursing

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Purpose:The purpose of this study was to compare the effectiveness of training using an intravenous (IV) arm model versus a computer simulator for IV injections. Method: Study was a quasi-experimental study conducted with 106 nursing students. Participants were divided into two groups: the IV Arm Group using a mannequin arm model (control group) and the Computer Simulator Group using the Virtual IV demonstration (experimental group). Theoretical lectures and video presentations on IV injections were given to both groups. Each group went through the training practice using the IV arm or computer simulator. After the completion of training, questionnaires were given to the students to evaluate their learning attitudes and experiences, self-confidence in IV injection, and satisfaction with the training materials. Results: Student satisfaction with the training materials including the reality, usefulness, and educational effects showed notable differences between the two groups with the Computer Simulator group reporting more positive effects that the IV Arm group. However, there was no statistical difference between the two groups in the categories of learning attitude, learning experience, or self-confidence. Conclusion: While there was a differences in strengths and weaknesses of the two methods, both methods should be considered for practice and further study needs to be done on educational effectiveness.

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Section: 서 론 연구의 필요성unclassified

Section: 최근 간호교육은 현장실습을 강화시키고 실습영역별 핵심술unclassified

Comparison of Training Effectiveness for IV Injections: Intravenous (IV) Arm Model versus Computer Simulator

Kim¹

2014

Journal of Korean Academy of Fundamentals of Nursing

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“…Many studies showed the simulation-based education could improve the knowledge, performance confidence, and learning satisfaction, although each settings of education were so different [3][4][5]. But, simulation-based education didn't influence on selfefficacy, professionalism, and preference of simulation in this study.…”

Section: Discussionmentioning

confidence: 52%

The Effects of Simulation-based Education on Advanced Cardiac Life Support for the Students of College of Nursing

Kim¹,

Kim²

2013

Advanced Science and Technology Letters

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Abstract. The purpose of this study was to find the effects of simulation-based education in clinical education for students of college of nursing. 51 students were enrolled in this study. Nursing students were educated by study protocol about advanced cardiac life support (ACLS) for three days. In first day, self learning was performed by manual. In second day, pre-test for knowledge on ACLS and survey were done before simulation-based education. In last day, post-test and survey were performed after another simulation-based learning. The data before and after simulation-based education were compared by independent t-test. There were the statistical significant differences between before and after simulation-based learning in the knowledge score and clinical performance on ACLS. There were no significant differences in self-efficacy, professionalism, and preference of simulation education. This study showed that simulation-based education could improve the knowledge and clinical performance on ACLS for the students of college of nursing.

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“…However, they agreed on providing positive patient outcomes when concluding simulation training. In related literature, well-organized emergency nursing simulation education was able to improve the academic achievement, self-efficacy, and learning attitude of nursing students [ 13 ], with strategies to enhance academic achievement and self-efficacy, in particular, occurring in the process of self-directed solving of the presented problems [ 34 ]. In light of these findings of previous studies, it is necessary to construct scenarios with topics that allow easy solutions to changing situations in a simple setting rather than a complex setting.…”

Section: Discussionmentioning

confidence: 99%

“…Nursing colleges in Korea have been using patient simulation programs in classroom settings for over a decade to address the limitations of observation-oriented clinical practicum [ 13 ]. Simulation-based nursing education makes it possible for students to learn how to make an accurate assessment of the patient’s condition, and develop appropriate nursing interventions in complex situations, by creating a realistic clinical environment and applying high-fidelity patient simulators and planned scenarios [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Study to Develop a Virtual Reality Based Simulation Training Program for Hypovolemic Shock Nursing Care: A Qualitative Study Using Focus Group Interview

Jeon

Park

2021

Healthcare

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Although patients with hypovolemic shock are common in clinical practice, nursing students have little chance of coming across them during their practicum. The main focus of this qualitative study was to explore the elements essential for a virtual reality (VR) based simulation program for hypovolemic shock nursing care. To this end, we conducted focus group interviews with three expert groups of 15 (five from each group) experienced clinical nurses (≥10 years) with experience in hypovolemic shock nursing care. Data were collected in June and July 2020, and after transcribing the interviews, the data analysis involved theme development as part of qualitative content analysis. The exploratory research results were classified into five themes: experience of hypovolemic shock nursing care, determinants of patient prognosis, essential nursing competence, scenario construction, and direction for VR simulation program development. Based on their experience of hypovolemic shock nursing care, the participants suggested concrete development directions for scenarios and VR-based simulation training programs. This article proposes the development of a VR-based simulation program that reflects the exploratory research results of this study in order for nursing students to take an interest in hypovolemic shock nursing care and efficiently improve related skills.

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The Relationship among Learning Satisfaction, Learning Attitude, Self-efficacy and the Nursing Students' Academic Achievement after Simulation-based Education on Emergency Nursing Care

Cited by 37 publications

References 6 publications

Comparison of Training Effectiveness for IV Injections: Intravenous (IV) Arm Model versus Computer Simulator

Comparison of Training Effectiveness for IV Injections: Intravenous (IV) Arm Model versus Computer Simulator

The Effects of Simulation-based Education on Advanced Cardiac Life Support for the Students of College of Nursing

An Exploratory Study to Develop a Virtual Reality Based Simulation Training Program for Hypovolemic Shock Nursing Care: A Qualitative Study Using Focus Group Interview

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