Development and validation of the Simulation Learning Effectiveness Inventory

Chen, Shiah-Lian; Huang, Tsai-Wei; Liao, I‐Chen; Liu, Chienchi

doi:10.1111/jan.12707

Cited by 24 publications

(21 citation statements)

References 27 publications

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“…Because the course is an original course, devised by the authors, there are no on-going licensing costs to be incurred, which should allow the course to continue to run without further, potentially prohibitive, costs to the centre, a known barrier to simulation training (Chen et al, 2015).…”

Section: Summary Of Findingsmentioning

confidence: 99%

Improving Care of Critically Unwell Patients through Development of a Simulation Programme in a Malawian Hospital

Barnes

Paterson-Brown

2017

JETS

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Introduction: Malawi is one of the world's poorest countries with very limited healthcare spending and a lack of post-graduate training for healthcare workers, including in critical illness management. Critical illness simulation courses have been shown to be an effective training tool and form a key part of training for healthcare professionals in the developed world. However, these courses can be difficult and costly to set. We therefore developed an affordable and simple to run programme for use in a regional hospital in Malawi.Methods: We delivered a series of lectures alongside a simulation course based around critical illness management, including cardio-pulmonary-resuscitation. The course was taught by a visiting physician who trained a local clinical officer to continue running the course in the future. Feedback on candidate confidence in managing acutely unwell patients was collected before and after the course.Results: All staff in the unit attended the course. Median candidate confidence across all seven assessed areas increased significantly.Conclusions: Despite the basic equipment used in our course, we received very positive feedback and feel that this highlights that significant improvements in staff skillset, and therefore patient outcomes, can be achieved using a relatively simple and low cost intervention that can also easily be continued by local members of staff, ensuring sustainability. Introduction of similar courses in other resource poor settings may help improve patient outcomes without the significant financial outlay and lack of future-proofing seen with many healthcare initiatives that are deployed, and are often unsuccessful, in the developing world.

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Section: Summary Of Findingsmentioning

confidence: 99%

Improving Care of Critically Unwell Patients through Development of a Simulation Programme in a Malawian Hospital

Barnes

Paterson-Brown

2017

JETS

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“…As an important and necessary part of the teaching process, learning evaluations can help teachers assess students' learning and performance and further improve and refine their teaching resources (Chen et al, 2015). Although a body of research indicates that HFS might positively impact psychomotor skills, self-efficacy, satisfaction, and critical thinking (Chen et al, 2015;Warren et al, 2016), the evidence regarding HFS effectiveness in student learning is still inconsistent and mixed (Chen et al, 2015;Sundler et al, 2015;Cant and Cooper, 2017). Thus, with regard to the usefulness of HFS, many nurse educators continue to struggle with how to evaluate the effectiveness of simulations.…”

Section: Introductionmentioning

confidence: 99%

“…The most common evaluation tool is self-reported measures (e.g., a subjective appraisal or questionnaire). Several instruments have been developed to evaluate the effectiveness of HFS teaching on student learning, but there are some limitations (Chen et al, 2015;Hung et al, 2016). First, the existing instruments emphasize specific domains or tasks related to simulation learning outcomes, such as clinical ability or confidence, rather than the overall learning effectiveness associated with HFS.…”

Section: Introductionmentioning

confidence: 99%

“…Jeffries (2007) noted that to maximize effective use of HFS, it is necessary to evaluate students' learning experiences and outcomes over the phases of HFS (Jeffries and Rogers, 2007). To our knowledge, the Simulation Learning Effectiveness Inventory (SLEI) is one of the few instruments based on a simulation model that can be applied to evaluate the overall learning effectiveness of the process of HFS in nursing students, and the SLEI was developed and validated in Taiwan (Chen et al, 2015). The SLEI is a 32-item, self-administered questionnaire consisting of three subscales.…”

Section: Introductionmentioning

confidence: 99%

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Psychometric Testing of the Chinese Simple Version of the Simulation Learning Effectiveness Inventory: Classical Theory Test and Item Response Theory

et al. 2020

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Background: High-fidelity simulation (HFS) has become a widely used and established pedagogy for teaching clinical nursing skills. Nevertheless, there are few evidence-based instruments that validate the effectiveness of simulation learning in mainland China. Methods:The Simulation Learning Effectiveness Inventory (SLEI) was adapted and validated for use in this study. Psychometric evaluation, incorporating classical test theory and item response theory (IRT) methods, was performed with 533 third-year undergraduate nursing students who were recruited from Results: The findings of exploratory and confirmatory factor analyses revealed that the simplified Chinese version of the SLEI (SLEI-SC) was composed of six factors, namely, course arrangement, equipment resource, debriefing, clinical ability, problem solving, and confidence, which explained 60.84% of the total variance. The Cronbach's α, MIIC, marginal reliability, and test-retest reliability values obtained for the total scale were 0.88, 0.38, 0.96, and 0.88, respectively. Furthermore, the difference between the total scores for learning effectiveness pre-and post-course was statistically significant (t = 2.59, p < 0.05, Cohen's d = 0.60). IRT analysis showed that the SLEI-SC discriminates well between students with high and low levels of learning effectiveness and offers information about a broad range of learning effectiveness measures. The relationship between final course grade and total score on the SLEI-SC was statistically significant (r = 0.63, p < 0.05). Conclusion:We demonstrated initial psychometric evidence and support for the 31item SLEI-SC as a developmentally appropriate instrument for assessing the learning effectiveness of all phases of HFS use with nursing students.

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“…This has been further complicated by a lack of opportunities to practice teamwork behaviors in the clinical setting. These concerns have prompted educators and researchers to search for appropriate and effective teaching and learning strategies to prepare senior students for real-life situations as members of the healthcare team [7]. …”

Section: Introductionmentioning

confidence: 99%

Emergency Management of Anaphylaxis: A High Fidelity Interprofessional Simulation Scenario to Foster Teamwork Among Senior Nursing, Medicine, and Pharmacy Undergraduate Students

MacDonald

Manuel

Dubrowski

et al. 2018

Cureus

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Nursing, medicine, and pharmacy students have limited opportunities during their undergraduate programs to learn and practice together as an interprofessional team. This has prompted faculty at Memorial University of Newfoundland to explore the use of high fidelity simulated interprofessional education (HF-IPE) to help nursing, medicine, and pharmacy students learn about their roles, develop communication and collaboration skills, and foster teamwork. Research has shown that high fidelity simulated education can promote critical thinking, engage learners, improve confidence, and enhance psychomotor skills; however, there is limited data on the impact of HF-IPE on fostering teamwork. This technical report describes one HF-IPE scenario designed to foster teamwork among senior undergraduate nursing, medicine, and pharmacy students. The scenario is designed to promote an understanding of the roles of nursing, medical, and pharmaceutical professionals in an interprofessional team during the emergency management of an adult patient experiencing acute anaphylaxis. Teamwork and communication skills are emphasized, and students are provided with the opportunity to communicate and collaborate within an interprofessional healthcare team.

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Development and validation of the Simulation Learning Effectiveness Inventory

Cited by 24 publications

References 27 publications

Improving Care of Critically Unwell Patients through Development of a Simulation Programme in a Malawian Hospital

Improving Care of Critically Unwell Patients through Development of a Simulation Programme in a Malawian Hospital

Psychometric Testing of the Chinese Simple Version of the Simulation Learning Effectiveness Inventory: Classical Theory Test and Item Response Theory

Emergency Management of Anaphylaxis: A High Fidelity Interprofessional Simulation Scenario to Foster Teamwork Among Senior Nursing, Medicine, and Pharmacy Undergraduate Students

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