Effects of Simulation-Based Practice Education on Learning Satisfaction, Immersion, and Self-Efficacy of Nursing Students

Ju hee Hwang


The purpose of this study is to understand the effects of simulation-based practice education on learning satisfaction, immersion, and self-efficacy. Using the method of one-group pretest-posttest experimental research, this study selected total 70 nursing students (3rd year) as research subjects. The final research subjects were total 63 students excluding seven people with insufficient responses. From March to April 2021, total eight sessions of simulation practice education (4 hours per session) were conducted once a week. In the effects of the program, the immersion, learning satisfaction, and self-efficacy were measured. Using the SPSS Window Version 25.0, the immersion, learning satisfaction, and self-efficacy were analyzed through the mean, standard deviation, and paired t-test. In the results of this study, the learning satisfaction (t=-2.06, p=.003), immersion (t=-10.61, p<.001), and self-efficacy(t=-2.31, p= .024) were statistically significant. In the results of analyzing the correlations of immersion, learning satisfaction, and self-efficacy after the simulation practice education, the learning satisfaction showed significantly positive correlation with immersion (r= .647, p<.001). The immersion also had positive correlation with self-efficacy(r= .438, p<.001). The results of this study verified the improvement of immersion, learning satisfaction, and self-efficacy of nursing students after the simulation-based practice education. Thus, it would be necessary to develop the educational contents for various subjects, and also to expansively apply the simulation practice education.

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DOI: https://doi.org/10.5430/jct.v12n1p275


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