Students' satisfaction with simulated clinical experiences: validation of an assessment scale

Abstract

OBJECTIVE: validate an assessment instrument of nursing students' satisfaction with simulated clinical experiences. METHOD: a 17-item scale was applied to students from the Teaching Diploma Program in Nursing, after a set of simulated clinical experiences. Factorial analysis with orthogonal varimax rotation was used, and the internal consistency was estimated to determine the validity of the scale. RESULTS: in a sample of 181 students, we found a high correlation between practically all items and the total scale, with an Alpha coefficient of 0.914. The scale items were divided in three factors: practical dimension, realism dimension and cognitive dimension, with good internal consistency coefficients of 0.89; 0.88 and 0.73, respectively. CONCLUSION: the scale complies with the validity requisites, revealing a high potential for use in research.

Aprender com a Simulação de Alta Fidelidade

“…The SHFP and its potential have proved to be a diversified learning strategy, with different dimensions, active and innovative 11 . Participants were involved in a scenario that replicates a clinical situation, which allows them to increase their confidence, autonomy and satisfaction, and to develop communication, leadership and teamwork knowledge and skills [12][13][14][15] . This learning provides important subsidies in the three domains of competences of general care nurses defended by OE of Portugal: care delivery and management, ethical and legal responsibility, professional development 10,16 .…”

Uso da Escala de Satisfação dos Estudantes e Autoconfiança com a Aprendizagem (ESEAA) e da Escala do Design da Simulação (EDS) no ensino de enfermagem: relato de experiência

“…Simulações de alta fidelidade aumentam a satisfação do aluno no aprendizado de habilidades em cuidados intensivos [7] ou em clínica médico-cirúrgica [8]. A melhora da satisfação dos alunos com as atividades de simulação estimula as instituições de ensino a investirem nessa estratégia [9]. A satisfação do aluno favorece o aprendizado, pois exige que o aluno mobilize o conhecimento adquirido e coloque em prática o que foi discutido previamente e permite que o professor exercite e avalie os alunos no que diz respeito à utilização dos conhecimentos, habilidades e competências necessárias para a formação de um bom profissional.…”

Teaching of pressure injury prevention and treatment using simulation

“…After the debriefing, the students evaluated the activity in a dialogue and using the instruments: 1) Satisfaction Scale with Simulated Clinical Experiences (ESECS) 22 and the Satisfaction and Self-Confidence Learning Scale (Student Satisfaction and Self-Confidence in Learning) of the National League for Nursing (NLN). 5,23 Both are Likert-type instruments that evaluate students' satisfaction with simulated clinical activities, and the second also evaluates students' self-confidence.…”

“…When debriefing is used in a structured way, it is associated with learners' gains. 22,30,31 It is intended to occur in a respectful learning environment, which provides participants' feedback, expression of their emotions, preserving students' confidence and self-esteem. It is the phase of the method that takes the greatest time, and due to its relevance, it should be structured, planned and directed to the promotion of critical and reflective thinking by the participants.…”