A Study of Reliability and Validity an Attitude Scale towards Simulation- Based Education

Abstract

Aim: The aim of the current study was to develop a scale to measure the attitudes of nursing students towards simulation-based education. Method:In the 2014-2015 academic years, a total of 165 nursing students participated to the study in Ankara from 8 nursing schools. The Scale consisted of 38 items to be graded by 5 point Likert type. Cronbach alpha internal reliabilit, Kendall W test, Kaiser Meyer Olkin test, Barlett's test and exploratory factor analysis were used to analyze the validity and reliability o the scale. Results:The Scale consisted of 38 items to be graded by 5 point Likert type. The result of the analysis provided four factors structure for the scale. (1. satisfaction -self-confidence, 2. clinical competency -self-efficacy, 3. seriousness -fidelity, 4. barriers -difficulties). Corrected item-total correlation values of the scale items varied between 0.59-0.76. The reliability coefficient was found as Crα=0.72. It was determined that the scale could categorize students for their attitude levels (p<0.001). Conclusion:Findings of the research indicate that the scale has good psychometric properties.[8]. Each simulation session should also include an evaluation of the overall experience by student. Simulation approaches not only to help students to attain educational goals but also to enhance nursing practice and teaching methodology for educators [7]. Effective evaluation of simulation experience have been identified as essential components of simulation-based training. Although use of simulation in nursing education has increased, concrete research is lacking, with many studies resulting in students' attitude and perceptions towards simulation. AimThe aim of this study was to develop a scale for determining attitudes of nursing students towards simulation-based education (SBE). Material and Methods Type of researchThis study has been designed as a methodological study. Study groupThe study was conducted by a total of 165 nursing students with simulation experience who were 3rd or 4th year students during the 2014-2015 school year. 18.8% (n=31) of the study group were male, and 81.2% (n=134) were fem ale. Required institutional approvals were granted prior to the study. 1 st and 2 nd year nursing students do not have any previous simulation-based learning experiences. Therefore they were not involved in our study. Inclusion criteria:The inclusion criteria for the students in the current study were (a) that the students did attend any course regarding simulation at a university (b) that he or she agreed to participate and (c) that students enrolled in the nursing program.

Evaluation of antenatal simulation-based learning on satisfaction and self-confidence levels among Thai undergraduate nursing students during the COVID-19 pandemic: a mixed-method study

“…Nursing is an occupation that requires nursing students to build psychomotor, behavioral, and cognitive skills [ 33 ]. Simulation can be an effective learning experience that increases students’ knowledge and self-confidence and enables the development of clinical decision-making skills [ 17 , 34 ]. However, satisfaction and self-confidence are the main learning outcomes obtained through simulation [ 35 ].…”

“…The framework is useful for developing, implementing, and evaluating simulation-based activities in nursing education. Factors that affect learning satisfaction and self-confidence in SBL included personal factors such as previous learning outcomes [ 15 ], attitude toward SBL [ 16 , 17 ], professional identity [ 18 , 19 ], perceived stress [ 20 , 21 ], and facilitator factors; teaching competencies [ 11 , 22 ]; and simulation design factors [ 23 ].…”