Abstract
Objectives This study aimed to identify trends in research on integrated simulation nursing education in Korea and to comprehensively examine its effects. Methods Literature up to June 2024 was searched using Korean and English keywords. RISS, KISS, DBpia, and PubMed were used for literature searches. The study followed the five steps suggested by Whittemore and Knafl: problem identification, literature search, data evaluation, data analysis, and data presentation. Results The 19 selected studies were published between 2012 and 2024. Nine studies employed a one-group quasi-experimental design, and 16 studies focused on fourth-year nursing students. A human patient simulator was used in 13 studies. Fourteen studies integrated scenarios from various nursing majors within a single course, while four studies used scenarios integrating two or more nursing majors. One study combined nursing major-specific scenarios with integrated scenarios. Among the cognitive domains, problem-solving ability was the most frequently measured variable, with all five studies reporting significant results. In the affective domains, self-efficacy was the most commonly measured variable, with seven studies, four of which reported significant results. Clinical competence was measured in the psychomotor domain, with all eight studies reporting significant results. Conclusions The findings of this study suggest that integrated simulation nursing education effectively enhances cognitive, affective, and psychomotor skills in nursing students. Future efforts should focus on developing stage- and grade-specific integrated simulation education programs, as well as integrated simulation education that connects various nursing majors.
Published Version
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