A review of the curriculum development process of simulation-based educational intervention studies in Korea.

BACKGROUND

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.

OBJECTIVE

The purpose of this study was to assess the curriculum development process of simulation-based educational interventions in nursing in Korea.

DESIGN

Integrative review of literature used.

DATA SOURCES

Korean Studies Information Services System (KISS), Korean Medical Database (KMbase), KoreaMed, Research Information Sharing Service (RISS), and National Digital Library (NDL).

METHODS

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.

RESULTS

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.

CONCLUSION

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.