Psychometric testing of the Norwegian version of the questionnaire, Student Satisfaction and Self-Confidence in Learning, used in simulation

Tosterud, Randi; Petzäll, Kerstin; Hedelin, Birgitta; Hall‐Lord, Marie‐Louise

doi:10.1016/j.nepr.2014.10.004

Cited by 13 publications

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“…The questionnaires contained three instruments that a research team from the Norwegian University of Science and Technology in Gjøvik recently validated and translated into Norwegian: the Student Satisfaction and Self‐Confidence in Learning (SSSCL) scale, the Simulation Design Scale (SDS) and the Educational Practices Questionnaire (EPQ) scale (NLN, ). After Tosterud et al (), Tosterud et al ()) conducted a forward and back translation, Cronbach's alpha showed values above .8 for all translated instruments. The three instruments consist of 11 subscales that reflect the elements in the NLN Jeffries simulation theory (NLN, ).…”

Section: Methodsmentioning

confidence: 98%

“…It is already an established opinion that students achieve high scores in self‐confidence and satisfaction (Cant & Cooper, ; D'Souza, Arjunan, & Venkatesaperumal, ; Lapkin, Levett‐Jones, Bellchambers, & Fernandez, ). While students report that they are generally satisfied with and achieve self‐confidence from simulation experiences (Foronda et al, ; Haddeland et al, ; Merriman et al, ; Skrable & Fitzsimons, ; Tosterud, Hedelin, & Hall‐Lord, ; Tosterud, Petzall, Hedelin, & Hall‐Lord, ), researchers have paid comparatively little attention to identifying the elements in simulation that are associated with these positive outcomes. To our knowledge, only two studies have examined the associations between elements in scenario‐based simulation and students' self‐confidence and satisfaction as outcome measures (Smith & Barry, ; Smith & Roehrs, ).…”

Section: Introductionmentioning

confidence: 99%

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Elements in scenario‐based simulation associated with nursing students' self‐confidence and satisfaction: A cross‐sectional study

2019

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AimTo identify elements in scenario‐based simulation associated with nursing students' satisfaction with the simulation activity and self‐confidence in managing the simulated patient situation. The study will provide insight to improve the use of simulation as a learning strategy.DesignA cross‐sectional study.MethodThe Student Satisfaction and Self‐Confidence in Learning scale was used as the outcome measure to identify associations with elements of the Simulation Design Scale and the Educational Practices Questionnaire scale after scenario‐based simulation using patient simulators. First‐year nursing students at a university college in Norway (N = 202) were invited to participate and (N = 187) responded to the questionnaires.ResultsThe mean scores for self‐confidence and satisfaction were 4.16 and 4.57, respectively. In the final multiple linear regression analysis, active learning was associated with satisfaction with the simulation activity, while clear objectives and active learning were associated with self‐confidence in managing the simulated patient situation.

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Section: Methodsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Elements in scenario‐based simulation associated with nursing students' self‐confidence and satisfaction: A cross‐sectional study

2019

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“…Um dos principais interesses no campo de estudos sobre simulação é o desenvolvimento e uso de instrumentos que apoiem os educadores no delineamento, implementação e na avaliação dessa estratégia de ensino [1,2]. O modelo teórico para simulação da National League for Nursing (National League for Nursing/Jeffries Simulation Framework -NLN/JSF) [3] tem sido adotado como referência no ensino de enfermagem nos Estados Unidos da América [2] e para os estudos nessa área.…”

Section: Introductionunclassified

“…O modelo teórico para simulação da National League for Nursing (National League for Nursing/Jeffries Simulation Framework -NLN/JSF) [3] tem sido adotado como referência no ensino de enfermagem nos Estados Unidos da América [2] e para os estudos nessa área. O NLN/JSF Simulation Framework tem como pressuposto básico que os resultados da aprendizagem são influenciados pelo professor (facilitador), pelo estudante, pelas práticas educacionais e pelas características da simulação.…”

Section: Introductionunclassified

“…Os instrumentos que obtêm dados de auto percepção e de satisfação dos estudantes podem não refletir resultados de aprendizagem, mas contribuem para o desenvolvimento e aprimoramento da simulação como técnica de ensino [2]. Conhecer a avaliação dos estudantes sobre a estratégia usada, sobre como eles percebem a autoconfiança com a aprendizagem, e sobre a satisfação com a simulação é um retorno para o professor sobre o seu trabalho e lhe fornece elementos para aprimorar a técnica.…”

Section: Introductionunclassified

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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

Bergamasco

Murakami

Cruz³

2018

Sci Med

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Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. o semestre da Graduação em Enfermagem. Essa disciplina conta com dois cenários simulados: atendimento a paciente com alteração glicêmica e atendimento a paciente com desconforto respiratório. Os objetivos da simulação foram discutir raciocínio clínico, conhecimento para identificar o problema principal (diagnóstico de enfermagem) e as habilidades do estudante na realização do cuidado (intervenção de enfermagem). Após a realização das simulações, os alunos foram convidados a preencher os instrumentos ESEAA e EDS. CONCLUSÕES: O uso dos instrumentos permitiu identificar o nível de satisfação dos alunos quanto à utilização da simulação como estratégia de ensino e proporcionou aos docentes da disciplina uma reflexão sobre os cenários trabalhados, em termos da clareza do objetivo, conteúdo e condução do debriefing. Os resultados obtidos a partir das respostas dos alunos reforçam a importância de utilização da simulação e estimulam o docente na construção de cenários e no desenvolvimento dessa estratégia. DESCRITORES: treinamento por simulação; simulação de paciente; educação em enfermagem; inquéritos e questionários. ABSTRACTAIMS: To report the experience with using the Student Satisfaction and Self-Confidence in Learning (SSSCL) and the Simulation Design Scale (SDS) in a Nursing Undergraduate course. EXPERIENCE REPORT: The experience was held in a private educational institution of the city of São Paulo, in the discipline of Adult Health I, in the 4th semester of Nursing. This discipline has two simulated scenarios: care of a patient with glycemic alteration and care of a patient with respiratory distress. The objectives of the simulation were to discuss clinical reasoning, knowledge to identify the main problem (nursing diagnosis) and the student's abilities to perform care (nursing intervention). After the simulations, the students were invited to fill in the ESEAA and EDS instruments. CONCLUSIONS: Use of the instruments allowed to identify the level of the students' satisfaction regarding the use of simulation as a teaching strategy and provided the teachers of the discipline with a reflection on the worked scenarios, revising the clarity of the objective, content and conduct of the debriefing. The results obtained from the students' responses reinforce the importance of using simulation and stimulate the teacher in the building of scenarios and developing this strategy.

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Simulating Preoperative Preparations with Focus on Non-technical Skills in an OR Nursing Education Program in Norway

Antonsen¹,

Hofstad²

2022

How Can We Use Simulation to Improve Competencies in Nursing?

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This chapter describes the planning, implementation, and evaluation of non-technical skills simulations in an operating room (OR) nursing program in Norway. Three scenarios of preoperative preparations in the OR were simulated, each of which was followed by facilitated debriefing sessions. These sessions consisted of three phases: description, analysis, and application. To achieve the highest standard of care and ensure patient safety in the OR, it is necessary for Norwegian OR nurses to be proficient in the responsibilities and functions of both circulating and scrub nurse roles, including teamwork and non-technical skills. With respect to the three domains of educational purpose—qualification, socialization, and subjectification—the simulation activities aimed to enhance knowledge, ability, and understanding of non-technical skills in the OR, thus socializing the students to their new profession while also encouraging their independence. The Norwegian adaptation of the Scrub Practitioners’ List of Intraoperative Non-Technical Skills (SPLINTS-no) behavioral rating tool was used by the students for reflection and learning throughout the teaching activities. The majority of participants agreed or fully agreed that the three phases of debriefing were helpful for their learning. Simulation of non-technical skills in the preoperative OR can therefore be a valuable learning experience for OR nursing students, through the use of both low- and high-fidelity simulations in partnership with nurse anesthetist students.

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Psychometric testing of the Norwegian version of the questionnaire, Student Satisfaction and Self-Confidence in Learning, used in simulation

Cited by 13 publications

References 13 publications

Elements in scenario‐based simulation associated with nursing students' self‐confidence and satisfaction: A cross‐sectional study

Elements in scenario‐based simulation associated with nursing students' self‐confidence and satisfaction: A cross‐sectional study

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

Simulating Preoperative Preparations with Focus on Non-technical Skills in an OR Nursing Education Program in Norway

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