Abstract
Objectives The purpose of this study is to explore the nursing students’ experiences of a blended learning in simulation practicum based on ERG theory and to present the strategies of nursing education. Methods Study design of this study is a qualitative study that analyzed the contents of nursing students’ practicum satisfaction survey. A total 69 nursing students in U city in 2020 participated in this study. Semi structured survey based on the Existence-Relatedness-Growth theory was used to collect data and data analyzed using the directed content analysis. Results The results of this study, 3 main-categories including existence, relatedness, and growth and 10 sub-categories were derived. In the existence in main-categories, ‘practical environment with quarantine rules applied’, ‘inexperienced using non-face-to-face system’, ‘practicum that reproducing clinical situation’, and ‘safe practicum using face-to-face and non-face-to-face methods’ were analyzed. In the relatedness in main-categories, ‘smooth interaction’, ‘limitation of non-face-to-face communication’, and ‘serious and comfortable practicum’ were derived, and in the growth in main-categories, ‘improvement of clinical nursing performance’, ‘increasing confidence in nursing practice’, and ‘realization to grow as a nurse’ were analyzed. Conclusions The positive and negative experiences through a blended learning in simulation practicum were identified. Based on this results, it is needed to develop diverse teaching methods to adapt effective simulation education and to increase educational satisfaction.
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