간호대학생의 임상 시뮬레이션 학습에 대한 도전과 기술, 사전 준비도와 학습성과 간의 관계
The relationship between challenge-skill, preparation, and learning outcome in clinical simulation among nursing students
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Purpose: This study aimed to examine the relationship between nursing student challenge-skill, preparation, and learning outcomes in clinical simulation. Methods: A descriptive cross-sectional study was conducted with 184 nursing students who participated in clinical simulation from two universities. The collected data were analyzed using an independent t-test, Mann-Whitney U test, one-way ANOVA, Pearson’s correlation coefficient, Spearman’s correlation coefficient, and multiple regression analysis. Results: Students' perceived challenge (difficulty) and perceived skill (ability) levels for simulation learning were found to be at an intermediate level. Among the variables of challenge and skill, the perceived skill level was significantly related to simulation learning achievement. Clinical simulation learning satisfaction exhibited a strong positive correlation with learning achievement, while no direct significant relationship was found with the challenge and skill of simulation. Pre-preparation emerged as the most significant explanatory variable for simulation learning achievement and learning satisfaction. Conclusion: The results of this study suggest that simulation educators should consider learners’ perceived skill and preparation activities when organizing and operating clinical simulations.
Abstract
Purpose: This study aimed to examine the relationship between nursing student challenge-skill, preparation, and learning outcomes in clinical simulation. Methods: A descriptive cross-sectional study was conducted with 184 nursing students who participated in clinical simulation from two universities. The collected data were analyzed using an independent t-test, Mann-Whitney U test, one-way ANOVA, Pearson’s correlation coefficient, Spearman’s correlation coefficient, and multiple regression analysis. Results: Students' perceived challenge (difficulty) and perceived skill (ability) levels for simulation learning were found to be at an intermediate level. Among the variables of challenge and skill, the perceived skill level was significantly related to simulation learning achievement. Clinical simulation learning satisfaction exhibited a strong positive correlation with learning achievement, while no direct significant relationship was found with the challenge and skill of simulation. Pre-preparation emerged as the most significant explanatory variable for simulation learning achievement and learning satisfaction. Conclusion: The results of this study suggest that simulation educators should consider learners’ perceived skill and preparation activities when organizing and operating clinical simulations.