동영상 간호과정을 적용한 사전브리핑이 시뮬레이션 교육에 미치는 영향
Effects on Simulation Education of Pre-briefing Using Nursing Process with Video
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Purpose: The aim of this study was to examine the effect of prebriefing in the nursing process using video simulations on nurses’ critical thinking, simulation immersion, simulation confidence, clinical performance, and simulation satisfaction. Methods: This study was a comparative survey between lectures and adoption of the nursing process with video in pre-briefing. The participants were 128 nursing students who had completed the Korean advanced life support program. Data were analyzed using χ2-test, independent t-test, and paired t-test using the SPSS 22.0 program. Results: Pre-briefing with Chmil’s concept, including theory, nursing process, and outcome, increased the clinical performance (t=2.03, p=.044) and critical thinking (t=2.48, p=.015) in this study. But there was no difference in simulation immersion, simulation confidence, or clinical satisfaction. Conclusion: The results indicate that simulation using Chmil’s concept was an effective educational method to increase critical thinking and clinical performance.
Abstract
Purpose: The aim of this study was to examine the effect of prebriefing in the nursing process using video simulations on nurses’ critical thinking, simulation immersion, simulation confidence, clinical performance, and simulation satisfaction. Methods: This study was a comparative survey between lectures and adoption of the nursing process with video in pre-briefing. The participants were 128 nursing students who had completed the Korean advanced life support program. Data were analyzed using χ2-test, independent t-test, and paired t-test using the SPSS 22.0 program. Results: Pre-briefing with Chmil’s concept, including theory, nursing process, and outcome, increased the clinical performance (t=2.03, p=.044) and critical thinking (t=2.48, p=.015) in this study. But there was no difference in simulation immersion, simulation confidence, or clinical satisfaction. Conclusion: The results indicate that simulation using Chmil’s concept was an effective educational method to increase critical thinking and clinical performance.
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