Purpose
This study was a scoping review aimed at evaluating Simulation-Based Education for recognizing and responding to deteriorating patients within Korean nursing school curricula, and at developing educational strategies for these competencies.
Methods
A literature search was conducted from April 1 to April 30, 2024. The review followed the scoping review framework by Arksey and O’Malley and the manual by the Joanna Briggs Institute. Relevant studies were identified through databases such as the Korean Medical Database, Korean Studies Information Service System, DataBase Periodical Information Academic, Research Information Sharing Service, ScienceOn, and the Cumulative Index to Nursing and Allied Health Literature.
Results
Eleven studies published from 2010 to 2019 were reviewed. The simulations typically included several lectures and practice sessions on advanced cardiopulmonary life support before the simulation exercises, which were then repeated. Cardiac arrest was frequently used as a scenario subject. The learning outcomes focused on the cognitive and psychomotor domains, as well as self-efficacy.
Conclusion
Although simulation for recognizing and responding to deteriorating patients was available in Korean nursing school curricula, it was infrequently incorporated as a regular part of the training. Future initiatives should include adding educational content to enhance nursing students' competencies in recognizing and responding to deteriorating patient simulations. Subsequent studies should assess the effectiveness of these educational methods.

Purpose
The purpose of this study was to identify the moderating effect of teaching effectiveness and students’ anxiety in the relationship between simulation design characteristics and clinical reasoning competence among nursing students. Methods: The participants were 123 nursing students who underwent simulation practice. Data were collected from September 1 to October 30, 2020 using self-report questionnaires. The collected data were analyzed using descriptive statistics, independent t-test, Pearson’s correlation coefficient, and SPSS PROCESS Macro program (to study the multiple additive moderation effect). Results: Significant positive correlations were observed between clinical reasoning competence and simulation design characteristics (r=.57, p<.001), clinical reasoning competence and teaching effectiveness (r=.49, p<.001), while negative correlations were observed between clinical reasoning competence and students’ anxiety (r=-.33, p<.001). Teaching effectiveness and students’ anxiety had a multiple additive moderating effect on the relationship between simulation design characteristics and clinical reasoning competence among the nursing students (F=15.10, p<.001). Conclusion: The relationship between simulation design characteristics and clinical reasoning competence differed depending on the students’ anxiety. To improve the clinical reasoning competence of nursing students in simulation practice, developing interventions and techniques to manage students’ anxiety levels are important.

Citations

• The mediating role of flow in the relationship between simulation design and simulation educational satisfaction in korean nursing students: a cross-sectional study
  Eun-Kyung Lee, Eun-Joo Ji
  BMC Nursing.2024;[Epub]     CrossRef
• Factors Related to the Problem-solving Ability of Nursing Students Who Experienced Simulation Training
  Ji-Won Han
  Journal of Korea Society for Simulation in Nursing.2023; 11(2): 17.     CrossRef

PURPOSE
The aim of this study was to verify the effect of simulation and examine the effect of within-team debriefing for cardiac arrest emergency nursing education.
METHODS
A non-equivalent control group quasi-experimental design was used. The participants in this study were 199 senior nursing students from one nursing school in Daegu, Korea. Data were analyzed using χ² test, t-test, Fisher's exact test with SPSS 22.0 program.
RESULTS
Developed simulation protocol in this study increased the learning immersion (t=12.19, p < .001, t=5.07, p < .001), learning confidence (t=−10.36, p < .001, t=−5.99, p < .001) and clinical performance ability (t=−10.88, p < .001, t=−3.84, p=.002) among nursing students. In addition to this, learning immersion (t=2.66, p=.008), learning confidence (t=−2.78, p=.006), simulation satisfaction (t=−3.15, p=.002) and clinical performance (t=−3.02, p=.005) were significantly higher in the experiment group using within-team debriefing.
CONCLUSION
The results indicate that simulation using within-team debriefing was an effective educational method for nursing students.

Citations

• The Effects of Simulation Based Practical Education on Nursing Students' Self-efficacy, Performance Confidence, and Educational Satisfaction
  Inok Kim
  Physical Therapy Rehabilitation Science.2024; 13(1): 18.     CrossRef
• Development of a Patient Safety Simulation Program for New Nurses in the Intensive Care Unit
  Su Jin Jung, Jin-Hee Park
  Journal of Korean Academy of Fundamentals of Nursing.2024; 31(1): 100.     CrossRef
• SIMULAÇÃO NO ENSINO DE URGÊNCIA E EMERGÊNCIA PARA ENFERMAGEM
  Amanda Diniz Silva, Suzel Regina Ribeiro Chavaglia, Fabiana Cristina Pires, Caroline Bueno de Moraes Pereira, Ingrid Fidelix de Souza, Elizabeth Barichello, Rosali Isabel Barduchi Ohl
  Enfermagem em Foco.2022;[Epub]     CrossRef
• Effects of Peer-led Debriefing on Cognitive Load, Achievement Emotions, and Nursing Performance
  Yoon Hee Na, Young Sook Roh
  Clinical Simulation in Nursing.2021; 55: 1.     CrossRef
• The Effect of Team Debriefing-based Emergency Simulation Education
  Hwa Yeong Choi, Yeoungsuk Song
  Journal of Health Informatics and Statistics.2020; 45(2): 216.     CrossRef
• Learning Experience of Undergraduate Nursing Students in Simulation: A Meta-synthesis and Meta-ethnography Study
  Jihae Lee, Jieun Jeon, Sooyoung Kim
  Journal of Korean Academic Society of Nursing Education.2019; 25(3): 300.     CrossRef