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High-quality prebriefing significantly enhances nursing students' satisfaction with simulation experiences by improving psychological safety, learning flow, and cognitive load. This study validates a model explaining these relationships, crucial for optimizing simulation-based education.

Keywords:
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Area of Science:

  • Nursing Education
  • Simulation-Based Learning
  • Educational Psychology

Background:

  • Prebriefing is vital for simulation-based education, yet learner perceptions and their impact on satisfaction are understudied.
  • Understanding factors influencing satisfaction is key to optimizing simulation learning experiences.

Purpose of the Study:

  • To develop and validate a structural equation model explaining nursing students' satisfaction with simulation experiences.
  • To identify structural relationships between prebriefing quality and related factors like psychological safety, learning flow, and cognitive load.

Main Methods:

  • Cross-sectional correlational design with 400 Korean nursing students.
  • Web-based questionnaires assessed prebriefing quality, psychological safety, learning flow, cognitive load, and satisfaction.
  • Partial least squares structural equation modeling (PLS-SEM) analyzed the hypothesized model.

Main Results:

  • Prebriefing quality positively impacted psychological safety, learning flow, cognitive load, and satisfaction.
  • Learning flow and cognitive load significantly predicted satisfaction, while psychological safety did not.
  • The model explained 49.8% of the variance in satisfaction, with learning flow and cognitive load mediating the effect of prebriefing quality.

Conclusions:

  • The validated model integrates psychological and cognitive factors to explain simulation satisfaction.
  • Improving prebriefing, engagement, and cognitive load management can enhance simulation education.
  • Future research should utilize longitudinal designs to explore the long-term effects of prebriefing quality.