Abstract
This study aimed to examine the effects of advanced cardiovascular life support simulation practice for nursing students' learning presence, critical thinking disposition and self-efficacy. The research design was single-group pre-post experimental study, and participants were 101 fourth-year nursing students. Data was collected from April 29 to July 7, 2024. A total of 4 teams were formed with 5~6 people per team, The education contents included specialized cardiac compression, airway maintenance device, defibrillator, emergency medication and advanced cardiovascular life support simulation practice. Data were collected using a structured questionnaire, and the collected data was analyzed using SPSS/WIN 25.0 program for descriptive statistics and paired t-test, analyzed with Pearson correlation coefficient. Nursing students experienced greater learning presence, critical thinking disposition, and self-efficacy after practicing advanced life support simulation was statistically significantly improved, and there was a significant positive correlation between variables. The results suggested that advanced cardiovascular life support simulation practice was confirmed as an effective teaching and learning method for nursing students' learning presence, critical thinking disposition and self-efficacy. These findings indicate that advanced cardiovascular life support simulation practice is an effective intervention for improving learning presence, critical thinking disposition and self-efficacy in nursing education. Based on the research results, It is believed that this can be used as basic data for emergency simulation training programs.
Published Version
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