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41 ,    .        , 21     10    .      (t = −2.22, p = 0.03),  (t = 3.70, p = 0.00) (t = −3.65, p = 0.00)   .       6.22    (t = −5.878, p = 0.000).      (r = 0.516, p = 0.001) .    (t = 3.021, p = 0.005)   (t = 1.936, p = 0.061) .                ,      .ABSTRACTThis study investigated the confidence, satisfaction, and psychological safety and identified factors affecting the satis-faction of 41 paramedic students. Data, which consists of pre and post-confidence items on visual analogue scale, 21 satis-faction items and 10 psychological safety items was analyzed using SPSS WIN 21.0 program. After the simulationeducation, the students were told to write what they felt about the education. Then the students’ comments, which werecategorized as effectiveness and difficulty, were analyzed. Satisfaction of general characteristics showed a significant dif-ference in age (t =−2.22, p = 0.03) and psychological safety of general characteristics showed a significant difference ingender (t = 3.70, p = 0.00) and age (t =−3.65, p = 0.00). Pre-confidence is low (4.37); however, post-confidence increasedto 6.22. It showed a significant difference in pre and post-confidence (t =−5.878, p = 0.000). Satisfaction was correlatedwith psychological safety (r = 0.516, p = 0.001). The variables affecting satisfaction were psychological safety (t = 3.021,p = 0.005) and post-confidence (t = 1.936, p = 0.061). These variables accounted for 27.6% of the satisfaction accordingto a regression analysis. The simulation education may be the new effective paramedic education strategy of emergencychildbirth. Repetitive simulation learning with further development of various scenarios, more education time, and morefaculties will be able to train field compatible paramedics.Keywords : Paramedic students, Simulation, Confidence, Psychological safety, Satisfaction

Factors Affecting the Satisfaction of Simulation Education about Emergency Delivery for Paramedic Students