Abstract
The purpose of this study was to investigate the educational experiences of nursing students by analyzing the debriefing content of psychiatric nursing simulation education using standardized patients. The subjects of the study were fourth-year nursing students, and 41 debriefing records written by them were analyzed using content analysis. The results of the study showed that nursing students demonstrated proficiency in assessing, diagnosing, and intervening in patient issues during simulation education, akin to their performance in clinical practice settings. Despite encountering challenges such as embarrassment, anxiety/fear, and contertransference, the students expressed satisfaction with their ability to engage in diverse nursing interventions, facilitated by an integrated process that combined theoretical knowledge with practical application. In conclusion, it was possible to examine the learning processes and experiences of nursing students by employing content analysis of debriefing in psychiatric nursing simulation education using standardized patients. The outcomes of this research contribute to the advancement of effective educational strategies within the realm of psychiatric nursing education for nursing students.
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