Policy issues in simulation-based nursing education and technology development

Abstract

Objectives Simulation-based nursing education has increased dramatically in the past decade. Simulation as a pedagogy is considered a more effective teaching and learning method, appropriate to the rapidly changing environment of nursing education. Many studies have explored the positive aspects of simulation; however, barriers still exist in the implementation of simulation-based education. This report focuses on the policy aspects related to the various problems.

Methods This review introduces the current status of simulation-based education, a major trend in the last decade, and focuses especially on the impact of policy changes within the education of health professionals with reference to the present situation in Korea.

Results As a result of policy changes in nursing education, the use of simulators as recognition elements for obtaining nursing education accreditation, as well as the benefits of specialized simulation-based education, have allowed for the repetition of difficult specialty nursing skills being applied to specific patients under the current situation of insufficient hospitals for practice and increasing awareness of patient rights. Further, the changes in policy have led to the development of simulation technology.

Conclusion Many barriers need to be resolved to further develop nursing simulation-based education. For this reason, standardized continuing education for professors and enhanced resources and an educational support system, especially in terms of policy improvement, should be provided.