팀 디브리핑 기반 응급시뮬레이션 교육의 효과
The Effect of Team Debriefing-based Emergency Simulation Education
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Objectives: This study was conducted to identify the effects of team debriefing-based emergency simulation education for the self-efficacy of group work, team efficacy, and interpersonal understanding. Methods: 120 fourth-year students of the nursing department of C university in A city and a team of five to six nursing professors developed the curriculum as a module. Six scenarios and two theoretical lectures, on emergency simulations, were conducted over 14 weeks and the data collection period was from April 29 to June 14, 2019. Data analysis was conducted using the SPSS 21.0 statistical program. Differences between the general characteristics were analyzed using ANOVA and the differences between before and after simulation education were also analyzed as paired test results. Results: The self-efficacy of the group differed significantly from 3.78 points before team-based emergency simulation education and 4.0 points (t = 4.08, p= 0.000) after education; similarly the team efficacy also varied significantly different from 3.85 points before education and 4.01 points (t = 2.10, p= 0.038) after education, but there was no significant differences in interpersonal understanding before and after the education. Conclusions: Team debriefing-based emergency simulation education has proven to be an effective method of teaching, enhancing the ability of nursing students in terms of justice by improving their self-efficacy and team efficacy.
Abstract
Objectives: This study was conducted to identify the effects of team debriefing-based emergency simulation education for the self-efficacy of group work, team efficacy, and interpersonal understanding. Methods: 120 fourth-year students of the nursing department of C university in A city and a team of five to six nursing professors developed the curriculum as a module. Six scenarios and two theoretical lectures, on emergency simulations, were conducted over 14 weeks and the data collection period was from April 29 to June 14, 2019. Data analysis was conducted using the SPSS 21.0 statistical program. Differences between the general characteristics were analyzed using ANOVA and the differences between before and after simulation education were also analyzed as paired test results. Results: The self-efficacy of the group differed significantly from 3.78 points before team-based emergency simulation education and 4.0 points (t = 4.08, p= 0.000) after education; similarly the team efficacy also varied significantly different from 3.85 points before education and 4.01 points (t = 2.10, p= 0.038) after education, but there was no significant differences in interpersonal understanding before and after the education. Conclusions: Team debriefing-based emergency simulation education has proven to be an effective method of teaching, enhancing the ability of nursing students in terms of justice by improving their self-efficacy and team efficacy.
참고문헌 (34)
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