Dukyoo Jung1, Soon Hee Lee2, Sook Jung Kang3, Jung-Hee Kim4. 1. College of Nursing, Ewha Womans University, 52, Ewhayeodae-gil, Seodaemun-gu, Seoul 03760, Republic of Korea. Electronic address: dyjung@ewha.ac.kr. 2. Department of Nursing, Korea National University of Transportation, 61 Daehak-ro, Jeungpyeong-gun, Chungbuk, 368-701, Republic of Korea. Electronic address: nhlee@ut.ac.kr. 3. College of Nursing, Ewha Womans University, 52, Ewhayeodae-gil, Seodaemun-gu, Seoul 03760, Republic of Korea. Electronic address: sookjungkang@ewha.ac.kr. 4. Department of Clinical Nursing, College of Nursing, The Catholic University of Korea, 222, Banpodae-ro, Seocho-gu, Seoul 06591, Republic of Korea. Electronic address: jhee90@catholic.ac.kr.
Abstract
BACKGROUND: New nursing graduates have revealed that they perceive a gap between theory and practice with reference to their education and the real workplace setting. Additionally, many nurses experience a reality shock when they participate in clinical practice. PURPOSE: The purpose of this study was to develop and test the effects of a scenario-based simulation training program on new graduate nurses' competency, critical thinking dispositions, and interpersonal communication skills. METHOD: This pilot multi-site study used a pretest-posttest control group design. It was conducted at four sites of a university-affiliated simulation center in Korea. Participants were recruited utilizing a convenience sample from four tertiary hospitals in Korea. Twenty-four new graduate nurses participated in this study. RESULTS: At the three-month follow-up, the levels of communication skills used in practice among the intervention group were statistically significantly higher than those of the control group participants (U=151.50, p=.005). However, there were no significant differences between the groups in changes in nursing competency (U=287.50, p=.992) or critical thinking disposition scores (U=269.50, p=.702). The participants' mean rating scores concerning the objectives, intentions, and recommendations for other nurses were positive and high. CONCLUSION: The involvement of current practicing of nursing in certain scenarios and the implementation of simulation learning could enhance the readiness of new graduate nurses.
BACKGROUND: New nursing graduates have revealed that they perceive a gap between theory and practice with reference to their education and the real workplace setting. Additionally, many nurses experience a reality shock when they participate in clinical practice. PURPOSE: The purpose of this study was to develop and test the effects of a scenario-based simulation training program on new graduate nurses' competency, critical thinking dispositions, and interpersonal communication skills. METHOD: This pilot multi-site study used a pretest-posttest control group design. It was conducted at four sites of a university-affiliated simulation center in Korea. Participants were recruited utilizing a convenience sample from four tertiary hospitals in Korea. Twenty-four new graduate nurses participated in this study. RESULTS: At the three-month follow-up, the levels of communication skills used in practice among the intervention group were statistically significantly higher than those of the control group participants (U=151.50, p=.005). However, there were no significant differences between the groups in changes in nursing competency (U=287.50, p=.992) or critical thinking disposition scores (U=269.50, p=.702). The participants' mean rating scores concerning the objectives, intentions, and recommendations for other nurses were positive and high. CONCLUSION: The involvement of current practicing of nursing in certain scenarios and the implementation of simulation learning could enhance the readiness of new graduate nurses.