Ashley E Franklin1, Paulette Burns2, Christopher S Lee3. 1. Oregon Health & Science University, School of Nursing, Portland, OR, United States. Electronic address: franklia@ohsu.edu. 2. Texas Christian University, Harris College of Nursing & Health Sciences, Fort Worth, TX, United States. 3. Oregon Health & Science University, School of Nursing, Portland, OR, United States.
Abstract
BACKGROUND: In 2006, the National League for Nursing published three measures related to novice nurses' beliefs about self-confidence, scenario design, and educational practices associated with simulation. Despite the extensive use of these measures, little is known about their reliability and validity. METHODS: The psychometric properties of the Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire were studied among a sample of 2200 surveys completed by novice nurses from a liberal arts university in the southern United States. Psychometric tests included item analysis, confirmatory and exploratory factor analyses in randomly-split subsamples, concordant and discordant validity, and internal consistency. RESULTS: All three measures have sufficient reliability and validity to be used in education research. There is room for improvement in content validity with the Student Satisfaction and Self-Confidence in Learning and Simulation Design Scale. CONCLUSION: This work provides robust evidence to ensure that judgments made about self-confidence after simulation, simulation design and educational practices are valid and reliable.
BACKGROUND: In 2006, the National League for Nursing published three measures related to novice nurses' beliefs about self-confidence, scenario design, and educational practices associated with simulation. Despite the extensive use of these measures, little is known about their reliability and validity. METHODS: The psychometric properties of the Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire were studied among a sample of 2200 surveys completed by novice nurses from a liberal arts university in the southern United States. Psychometric tests included item analysis, confirmatory and exploratory factor analyses in randomly-split subsamples, concordant and discordant validity, and internal consistency. RESULTS: All three measures have sufficient reliability and validity to be used in education research. There is room for improvement in content validity with the Student Satisfaction and Self-Confidence in Learning and Simulation Design Scale. CONCLUSION: This work provides robust evidence to ensure that judgments made about self-confidence after simulation, simulation design and educational practices are valid and reliable.
Authors: Diana Jiménez-Rodríguez; María Del Mar Torres Navarro; Fernando Jesús Plaza Del Pino; Oscar Arrogante Journal: Clin Simul Nurs Date: 2020-08-13 Impact factor: 2.391
Authors: Mariona Farrés-Tarafa; Juan Roldán-Merino; Urbano Lorenzo-Seva; Barbara Hurtado-Pardos; Ainoa Biurrun-Garrido; Lorena Molina-Raya; Maria-Jose Morera-Pomarede; David Bande; Marta Raurell-Torredà; Irma Casas Journal: PLoS One Date: 2020-09-17 Impact factor: 3.240