This study was conducted to develop a simulation-based education program for respiratory infection disease and to identify the effects of the knowledge, clinical competency, self-leadership and critical thinking. after applying to nursing students. A non-equivalent pre-post test of quasi-experimental design was used.
The subject of study were 30 students for the experimental group and 30 students for control group. Study participants were a third-year student at college of nursing student.
Data analysis were performed using SPSS WIN. Ver. 21.0 with descriptive statistics Fisher''s exact test, Independent t-test, paired t-test and Analysis of covariance.
The results of this study are as follows;
Hypothesis 1. "Experimental group with simulation-based education program for higher knowledge level than the control group." Knowledge of the experimental group is higher than the control group and there is statistically significant difference between two groups, therefore, this hypothesis was supported.
Hypothesis 2. “Experimental group with simulation-based education program for higher clinical competency than the control group." Clinical competency of the experimental group is higher than the control group and there is statistically significant difference between two groups, therefore, this hypothesis was supported.
Hypothesis 2-1. “Experimental group with simulation-based education program for higher enter isolation room than the control group." Enter isolation room of the experimental group is higher than the control group and there is statistically significant difference between two groups, therefore, this hypothesis was supported.
Hypothesis 2-2. “Experimental group with simulation-based education program for higher oxygen therapy than the control group." Oxygen therapy of the experimental group is higher than the control group and there is statistically significant difference between two groups, therefore, this hypothesis was supported.
Hypothesis 2-3. “Experimental group with simulation-based education program for higher suction therapy than the control group." Suction therapy of the experimental group is higher than the control group and there is statistically significant difference between two groups, therefore, this hypothesis was supported.
Hypothesis 2-4. "Experimental group with simulation-based education program for higher leave isolation room than the control group." Leave isolation room is no statistically significant difference between two groups, therefore, this hypothesis was dismissed.
Hypothesis 2-5. "Experimental group with simulation-based education program for higher waste management than the control group." Waste management of the experimental group is higher than the control group and there is statistically significant difference between two groups, therefore, this hypothesis was supported.
Hypothesis 3. "Experimental group with simulation-based education program for higher self-leadership than the control group." Self-leadership of the experimental group is higher than the control group and there is statistically significant difference between two groups, therefore, this hypothesis was supported.
Hypothesis 3-1. "Experimental group with simulation-based education program for higher behavior-focused strategies than the control group." Behavior-focused strategies of the experimental group is higher than the control group and there is statistically significant difference between two groups, therefore, this hypothesis was supported.
Hypothesis 3-2. "Experimental group with simulation-based education program for higher natural reward strategies than the control group." Natural reward strategies is no statistically significant difference between two groups, therefore, this hypothesis was dismissed.
Hypothesis 3-3. "Experimental group with simulation-based education program for higher Constructive thought pattern strategies than the control group." Constructive thought pattern strategies is no statistically significant difference between two groups, therefore, this hypothesis was dismissed.
Hypothesis 4. "Experimental group with simulation-based education program for higher critical thinking than the control group." Critical thinking of the experimental group is higher than the control group and there is statistically significant difference between two groups, therefore, this hypothesis was supported.
As a result of this study, simulation-based education program was proven effective in nursing students knowledge, clinical competency, self-leadership and critical thinking was shown to be higher.
Therefore, it is considered that simulation-based education should be operated and utilized to cultivate nursing problem solving knowledge, clinical competency, self-leadership or critical thinking by developing a scenario based on various clinical situations.