「간호대학 실습교육 지원사업」의 성과 분석: 시뮬레이션 교육 환경과 교육 과정을 중심으로
Outcome analysis of the government support project for practical education in nursing colleges: focusing on simulation environment and curricula
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Background: This study aimed to evaluate the outcomes of the government support project for practical education in nursing colleges by comparing the simulation environment and curricula of recipient and non-recipient nursing colleges in South Korea. Methods: This nationwide survey targeted nursing college deans, department heads, and center directors responsible for simulation education. A total of 102 faculty members from 196 colleges participated in this nationwide study. Data were analyzed using descriptive statistics, independent t-tests, and chi-square tests using SPSS 25.0. Results: The recipient colleges reported significantly better performance in various infrastructure areas, including simulation personnel, budgets, space, and equipment. Additionally, they offered more credit-bearing simulation courses, demonstrated greater faculty engagement, and utilized self-developed scenarios more frequently than non-recipient colleges. Conclusion: This project significantly enhanced the quality and environment of simulation-based education in nursing colleges. To ensure continuity and expansion of the project, regional simulation consortia, simulation training programs for faculty members, and policy-level support are required. Furthermore, a longitudinal study is recommended to assess the project's long-term educational outcomes through outcome analysis.
Abstract
Background: This study aimed to evaluate the outcomes of the government support project for practical education in nursing colleges by comparing the simulation environment and curricula of recipient and non-recipient nursing colleges in South Korea. Methods: This nationwide survey targeted nursing college deans, department heads, and center directors responsible for simulation education. A total of 102 faculty members from 196 colleges participated in this nationwide study. Data were analyzed using descriptive statistics, independent t-tests, and chi-square tests using SPSS 25.0. Results: The recipient colleges reported significantly better performance in various infrastructure areas, including simulation personnel, budgets, space, and equipment. Additionally, they offered more credit-bearing simulation courses, demonstrated greater faculty engagement, and utilized self-developed scenarios more frequently than non-recipient colleges. Conclusion: This project significantly enhanced the quality and environment of simulation-based education in nursing colleges. To ensure continuity and expansion of the project, regional simulation consortia, simulation training programs for faculty members, and policy-level support are required. Furthermore, a longitudinal study is recommended to assess the project's long-term educational outcomes through outcome analysis.