College of Nursing, The Catholic University of Korea, 222 Banpo-daero Seocho-gu, Seoul 06591, South Korea.
Department of Nursing, Korea National University of Transportation, 61 Daehak-ro, Jeungpyeong-gun, Chungbuk 368-701, South Korea.
Nurse Educ Today. 2018 May;64:42-48. doi: 10.1016/j.nedt.2018.01.029. Epub 2018 Feb 5.
Despite the increase in simulators at nursing schools and the high expectations regarding simulation for nursing education, the unique features of integrating simulation-based education into the curriculum are unclear.
The purpose of this study was to assess the curriculum development process of simulation-based educational interventions in nursing in Korea.
Integrative review of literature used.
Korean Studies Information Services System (KISS), Korean Medical Database (KMbase), KoreaMed, Research Information Sharing Service (RISS), and National Digital Library (NDL).
Comprehensive databases were searched for records without a time limit (until December 2016), using terms such as "nursing," "simulation," and "education." A total of 1006 studies were screened. According to the model for simulation-based curriculum development (Khamis et al., 2016), the quality of reporting on the curriculum development was reviewed.
A total of 125 papers were included in this review. In three studies, simulation scenarios were made from easy to difficulty levels, and none of the studies presented the level of learners' proficiency. Only 17.6% of the studies reported faculty development or preparation. The inter-rater reliability was presented in performance test by 24 studies and two studies evaluated the long-term effects of simulation education although there was no statistically significant change in terms of publication years.
These findings suggest that educators and researchers should pay more attention to the educational strategies to integrate simulation into nursing education. It could contribute to guiding educators and researchers to develop a simulation-based curriculum and improve the quality of nursing education research.
尽管护理学校的模拟器数量有所增加，并且对模拟在护理教育中的应用寄予厚望，但将基于模拟的教育融入课程的独特特征尚不清楚。
本研究旨在评估韩国护理中基于模拟的教育干预措施的课程开发过程。
综合文献回顾。
韩国研究信息服务系统（KISS）、韩国医学数据库（KMbase）、KoreaMed、研究信息共享服务（RISS）和国家数字图书馆（NDL）。
无时间限制（截至 2016 年 12 月）全面检索数据库记录，使用“护理”、“模拟”和“教育”等术语。共筛选出 1006 项研究。根据基于模拟的课程开发模型（Khamis 等人，2016 年），对课程开发的报告质量进行了审查。
本综述共纳入 125 篇论文。在三项研究中，模拟场景是从简单到困难的水平制作的，没有一项研究展示学习者的熟练程度。只有 17.6%的研究报告了师资发展或准备情况。24 项研究在绩效测试中呈现了组内信度，两项研究评估了模拟教育的长期效果，尽管在发表年份方面没有统计学意义上的变化。
这些发现表明，教育工作者和研究人员应更加关注将模拟融入护理教育的教育策略。这有助于指导教育工作者和研究人员开发基于模拟的课程，并提高护理教育研究的质量。
