시뮬레이션 실습교육에서 간호대학생의 심리적 안전과 팀워크가 실습 자신감에 미치는 영향
Influence of psychological safety and teamwork on self-confidence of nursing students in simulation-based learning
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Background: This study aimed to examine the influence of psychological safety and teamwork on nursing students’ self-confidence in simulation-based learning. Methods: A descriptive correlational study was conducted. The study involved 138 nursing students who participated in simulation-based learning at a university in Suwon, South Korea. Data were collected using structured self-report questionnaires, assessing psychological safety, teamwork, and self-confidence during the simulation, between April and December 2022. Descriptive statistics, independent t-tests, Pearson’s correlation coefficients, and multiple regression analyses were performed using the IBM SPSS Statistics version 25.0. Results: The mean self-confidence score of the participants was 33.51 out of 40. Significant positive correlations were observed between self-confidence and psychological safety (r=.21, p=.012) as well as teamwork (r=.59, p<.001). Multiple regression analysis revealed that teamwork (ß=.55, p<.001) and psychological safety (ß=.15, p=.035) were significant predictors of simulation self-confidence (adj. R2=.37, F=27.38, p<.001). Conclusion: The findings suggest that psychological safety and teamwork are important factors influencing nursing students’ self-confidence in simulation-based learning. To enhance the effectiveness of simulation education, nursing educators should focus on creating psychologically safe and collaborative environments by implementing preparatory training, structured team activities, and supportive feedback strategies for nursing students.
Abstract
Background: This study aimed to examine the influence of psychological safety and teamwork on nursing students’ self-confidence in simulation-based learning. Methods: A descriptive correlational study was conducted. The study involved 138 nursing students who participated in simulation-based learning at a university in Suwon, South Korea. Data were collected using structured self-report questionnaires, assessing psychological safety, teamwork, and self-confidence during the simulation, between April and December 2022. Descriptive statistics, independent t-tests, Pearson’s correlation coefficients, and multiple regression analyses were performed using the IBM SPSS Statistics version 25.0. Results: The mean self-confidence score of the participants was 33.51 out of 40. Significant positive correlations were observed between self-confidence and psychological safety (r=.21, p=.012) as well as teamwork (r=.59, p<.001). Multiple regression analysis revealed that teamwork (ß=.55, p<.001) and psychological safety (ß=.15, p=.035) were significant predictors of simulation self-confidence (adj. R2=.37, F=27.38, p<.001). Conclusion: The findings suggest that psychological safety and teamwork are important factors influencing nursing students’ self-confidence in simulation-based learning. To enhance the effectiveness of simulation education, nursing educators should focus on creating psychologically safe and collaborative environments by implementing preparatory training, structured team activities, and supportive feedback strategies for nursing students.