1 경복대학교 간호학과 조교수
2 경인여자대학교 간호학과 조교수
3 청운대학교 간호학과 조교수
1Assistant Professor, College of Nursing, Kyungbok University, Namyangju, Korea
2Assistant Professor, College of Nursing, Kyung-in Women, Hongseong, Korea
3Assistant Professor, College of Nursing, Chungwoon University, Hongseong, Korea
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Author | Research design | Intervention | Subjects | Experimental group/ control group |
---|---|---|---|---|
Ha, Jung [19] | Non-equivalent control group, post-test design | Simulation based orientation program | Junior nursing students | 35/35 |
Hwang, Park [20] | Non-equivalent control group, post-test design | Standardized patient-based simulation education | Junior nursing students | 34/32 |
Lee, Kim, Kang, Kim [21] | Non-equivalent control group, post-test design | The simulation of prematurity care | Senior nursing students | 47/49/50 |
Son, Ki [22] | Non-equivalent control group, post-test design | SEGUE-based communication education | Senior nursing students | 57/41 |
Kim, Heo [23] | Non-equivalent control group, post-test design | Mixed simulation using simulator and standardized patient | Senior nursing students | 34/32 |
Yang [24] | Non-equivalent control group, post-test design | Simulation-based education for communication nursing program to hospitalized the elderly with sensation disorders | Junior nursing students | 24/22 |
Hur, Song [25] | Non-equivalent control group, post-test design | Simulation-based clinical reasoning education | Junior nursing students | 19/28 |
Kim, Heo, Jeon, Jung [26] | Non-equivalent control group, post-test design | Simulation in nursing education based on caring for elderly cognitive disorder patient | Senior nursing students | 32/37 |
Author |
Session length/ time |
Intervention type |
Content |
Outcome measure |
Findings |
---|---|---|---|---|---|
Ha, Jung [19] | 1/120 min |
∙Simulator ∙Standardized patient |
∙ Respiratory disease pediatric care: assessment, vital sign check, suction, pulmonary therapy, and communication |
∙ Nursing competence ∙ Perceived stress ∙ Self-efficacy ∙ Communication competence |
∙ Significant difference in nursing competence ∙ No significant difference in perceived stress, self-efficacy, and communication skill |
Hwang, Park [20] | 2/Not mentioned | ∙Standardized patient |
∙ High risk pregnant women care ∙ Cesarean section care ∙ Preterm premature rupture of membrane |
∙ Clinical judgment ∙ Nursing performance ∙ Communication ability ∙ Problem-solving ability ∙ Learning satisfaction |
∙ Significant difference in clinical judgment nursing performance ∙ Significant difference in competency ∙ Significant difference in communication ability ∙ Significant difference in learning satisfaction |
Lee, Kim, Kang, Kim [21] | 1/120 min | ∙Simulator |
∙ Instructor-directed debriefing: the instructor asked each student directly ∙ Self-directed debriefing: students were asked to self-report their answers to the same question items ∙ Video-assisted, self-directed debriefing: students were recorded while self-reporting their responses after a video-assisted debriefing |
∙ Academic self-efficacy ∙ Confidence in performance ∙ Communication competence ∙ Satisfaction with debriefing methods |
∙ Video-assisted, self-directed debriefing group was more effective in improving confidence in performance, self-assessed communication skill, and satisfaction with debriefing methods |
Son, Ki [22] | 1/190 min | ∙ Simulator |
∙ Set the stage: student nurse’s introducing themselves, form rapport with the patient and the mother, describe the purpose of the visit, and ask open-ended questions to identify the patient’s overall condition ∙ Elicit information stage: introduced examples of listening and communication, elicit or specifically identify the patient’s nursing needs ∙ Give information stage: solve the nursing problem, explain expected result of intervention, provide accurate information ∙ Understand the patient’s perspective: non-verbal skills and verbal skills ∙ End the encounter stage: complete the therapeutic relationship at the end of nursing care and encourage to report new nursing-related problems |
∙ Communication competency ∙ Communication efficacy |
∙ Significant difference in communication competency |
Kim, Heo [23] | 1/75 min |
∙ Simulator ∙ Standardized patient |
∙ Educating caregivers |
∙ Communication competence ∙ Problem-solving ability ∙ Self-leadership |
∙ Significant difference in problem solving ability ∙ No significant difference in self-leadership and communication competence |
Yang [24] | 10/Not mentioned | ∙ Simulator |
∙ Presbycusis care: control environment, listen and speak with special care, medication, and education of self-care ∙ Cataract care: control environment, listen and speak with special care, medication, and education of self-care |
∙ Communication competence ∙ Academic self-efficacy ∙ Attitude about the elderly |
∙ Significant difference in communication competence ∙ Significant difference in attitude about the elderly ∙ No significant difference in academic self-efficacy |
Hur, Song [25] | 7/120 min | ∙ Simulator |
∙ Chest pain care ∙ Assess level of consciousness ∙ Assess respiration difficulties |
∙ Clinical judgment ∙ Collaboration ∙ Communication skill ∙ Perceived education practices |
∙ Significant difference in clinical judgment ∙ Significant difference in collaboration ∙ Significant difference in communication skill ∙ Significant difference in perceived education practices ∙ The impact of the perceived education practices and simulation design characteristics on facilitating the effectiveness of simulation education |
Kim, Heo, Jeon, Jung [26] | 1/85 min | ∙ Simulator |
∙ Elderly care ∙ Cognitive disorder care |
∙ Communication competence ∙ Academic self-efficacy ∙ Attitude about the elderly |
∙ Significant difference in communication competence ∙ No significant difference in academic self-efficacy and attitude about the elderly |
Author | Clear purpose statement | Target selection criteria | Prospective data collection |
Draw a conclusion that be right to research purpose |
Reasonable evaluation about result | Appropriate follow-up period |
Less than 5% of the eliminate |
Sample size calculation standard |
Appropriate control group | Simultaneous adminis-tration of the test and control groups | Homoge-neous test between groups | Appropriate statistical analyzes |
---|---|---|---|---|---|---|---|---|---|---|---|---|
Ha, Jung [19] | 2 | 2 | 2 | 2 | 0 | 1 | 0 | 2 | 2 | 2 | 2 | 2 |
Hwang, Park [20] | 2 | 2 | 2 | 2 | 0 | 2 | 0 | 2 | 2 | 2 | 1 | 2 |
Lee, Kim, Kang, Kim [21] | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 2 |
Son, Ki [22] | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 2 |
Kim, Heo [23] | 2 | 2 | 2 | 2 | 0 | 1 | 2 | 2 | 2 | 2 | 2 | 2 |
Yang [24] | 2 | 2 | 2 | 2 | 0 | 1 | 0 | 2 | 2 | 2 | 2 | 2 |
Hur, Song [25] | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 0 | 2 | 2 | 1 | 2 |
Kim, Heo, Jeon, Jung [26] | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 2 |