Psychometric design and validation of a tool to assess the medication administration process through simulation in undergraduate nursing students

Raurell-Torredà, M.; Bonmatí-Tomás, Anna; Lamoglia-Puig, M.; Zaragoza-García, Ignacio; Farrés-Tarafa, Mariona; Roldán‐Merino, Juan; Gómez‐Ibáñez, Rebeca

doi:10.1016/j.nedt.2020.104726

Cited by 8 publications

(3 citation statements)

References 37 publications

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“…A high level of anxiety among students lowers their confidence in learning, leading to frequent errors and, consequently, further intimidation, which in turn causes them to remain passive during the simulation [ 7 ]. As simulation enables students to acquire skills and integrate them into newly learned theories through repeated learning in a safe environment without the risk of causing harm to patients [ 8 ], a simulation design that can maximize the positive impact of simulations is essential.…”

Section: Introductionmentioning

confidence: 99%

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea

Cho

Kim

2023

Healthcare

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This study aimed to examine the relationships between student satisfaction and self-confidence in learning (SCLS), the simulation design scale (SDS), and educational practices in simulation (EPSS) and to identify the influencing factors on SCLS in nursing students undergoing simulation learning. Of the fourth-year nursing students, 71 who were taking a medical–surgical nursing simulation course and voluntarily provided informed consent to participate in the study were enrolled. Data on SCLS, SDS, and EPSS were collected via an online survey after the simulation, from 1 October 2019 to 11 October 2019. The mean SCLS score was 56.31 ± 7.26, the mean SDS score was 86.82 ± 10.19 (range: 64~100), and the mean EPSS score was 70.87 ± 7.66 (range: 53~80). SCLS was positively correlated with SDS (r = 0.74, p < 0.001) and EPSS (r = 0.75, p < 0.001). The regression model for SCLS in nursing students revealed that SCLS increased with increasing EPSS and SDS, and that SDS and EPSS explained 58.7% of the variance in SCLS (F = 50.83, p < 0.001). Therefore, to improve the learning satisfaction and learning confidence of nursing students in simulation classes, it is necessary to consider simulation design and practice considering educational factors.

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Section: Introductionmentioning

confidence: 99%

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea

Cho

Kim

2023

Healthcare

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“…It is essential in the education of students that their newly acquired theoretical knowledge be combined with practice. Therefore, simulation is a place where the student can learn practical skills, incorporating them into this his/her newly acquired theoretical knowledge, in a safe environment and without harm to patients [ 11 , 12 , 13 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

Best Educational Techniques in High-Fidelity Simulation According to Nursing Students—Adaptation and Validation of the Educational Practices Questionnaire (EPQ)

Zalewska

Zarzycka

2022

IJERPH

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The purpose of this study was to evaluate the best educational techniques used during high-fidelity simulations in training nursing students and to introduce the Polish version of the Educational Practices Questionnaire (EPQ) scale after its cultural adaptation and determination of its psychometric properties. The research group was composed of 361 second- and third-year nursing students in the licentiate program. The Cronbach’s alpha reliability coefficients for the adapted tool were 0.90 for the EPQ-PO (presence of educational techniques) subscale and 0.93 for the EPQ-IO subscale (importance of educational techniques). Additionally, the model fit rates in the CFA and EFA (as indicators of theoretical validity) proved to be high enough for the tool to be successfully used in scientific research. Preliminary results are also presented; the mean value of the response for the entire EPQ scale for both the PO and IO sections was M = 4.3, SD ± 0.90. The students in the study rated the opportunity for collaboration with other students and for working jointly on a given clinical situation very highly at M = 4.5, SD ± 0.70. The analysis of the scores of the individual scales and subscales of the EPQ showed statistically significant differences in results obtained for such variables as gender, place of residence, and year of studies.

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“…Several instruments adequate for use to evaluate simulations have been identified in recent years [23,[27][28][29][30]. Instruments to evaluate different aspects of competencies, clinical decisions and teamwork have been developed in Spain [31][32][33], but only one instrument has been located that evaluates satisfaction [34]. It consists of 38 items and 8 dimensions (simulation utility, characteristics of cases and applications, communication, self-reflection on performance, increased self-confidence, relation between theory and practice, facilities and equipment and negative aspects of the simulation).…”

Section: Introductionmentioning

confidence: 99%

Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)

et al. 2021

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The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach’s alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.

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Psychometric design and validation of a tool to assess the medication administration process through simulation in undergraduate nursing students

Cited by 8 publications

References 37 publications

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea

Best Educational Techniques in High-Fidelity Simulation According to Nursing Students—Adaptation and Validation of the Educational Practices Questionnaire (EPQ)

Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)

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