간호대학생의 시뮬레이션 기반 고위험분만실습 경험

Abstract

This study is a qualitative research that analyzed structured debriefing data using content analysis to understand the meaning of nursing students' educational experiences after applying simulation-based high-risk delivery practice. The purpose of this study is to examine the educational experience of nursing students through debriefing analysis after conducting high-risk obstetric simulation training. This study aims to understand the practical aspects of simulation education and provide foundational data for the development of effective strategies for simulation-based learning among nursing students. The study participants are 47 fourth-year students who attended an integrated role-playing practice class in the nursing department at a university located in S city and who understood the purpose of this study and provided their consent to participate. The high-risk delivery simulation practice was conducted for 8 hours out of a total of 60 hours for the integrated role-playing classes. It consisted of orientation, pre-learning presentations, team-based case analysis, simulation implementation, viewing of recorded simulation videos, debriefing and discussions, writing nursing process reports and reflective journals, and self-assessment. The data analysis involved repeatedly reading the collected data using the content analysis method. After closely examining the relevance to high-risk obstetric simulation experiences, meaningful statements were selected from the described content and sentences. Similar content was then categorized and conceptualized. These categories were further classified into similar domains for categorization. Based on the analysis of the research data, out of the 47 participants, there were 40 female students (85.1%) and 7 male students (14.9%), indicating a higher proportion of female students. The average age was 23.48 years old. Based on the analysis of the research data, 29 participants (61.7%) expressed satisfaction with their major. In terms of the cumulative GPA until the last semester, 39 students (83%) fell within the range of 3.0 to 3.9, while 7 students (14.9%) achieved a GPA of 4.0 or higher. For the analysis of experiences in high-risk obstetric simulation training, a careful examination of 650 statements led to the integration of similar content, resulting in a total of 46 meaningful statements, 14 themes, and 5 categories. The five categories were “Vivid Immersion in the Field”, “Realization of Insufficiency Areas”, “Increased Importance of Further Training”, “Solid Teamwork in Unity”, and “Engaging Practical Experience”. The research findings indicate that through high-risk obstetric simulation education, students were able to experience engaging, practice-oriented education. This led to an enhancement in clinical performance and increased confidence in nursing practice. Therefore, it is suggested to develop various simulation education methods and expand their application to other nursing subjects. A limitation of this study is that it focused on nursing students from a single university, which may weaken the generalizability of the research results. However, considering the rarity of high-risk obstetric simulation education in the field of women's health nursing in South Korea, this study holds significance as a foundational research providing insights into the effectiveness and necessity of simulation education.