The development and psychometric testing of the Satisfaction with Simulation Experience Scale (original) (raw)
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Students' experience and perceived value of a clinical simulation centre
Journal of Paramedic Practice, 2022
Background: The emergence of new technology and innovation has seen dedicated simulation centres being designed and built to assist with the development of a range of professionals within the ever-changing healthcare setting. Focusing on the university environment, this study examined the extent to which paramedic students perceive these simulation centres as efficient and effective learning spaces. Methods: Using evaluation research, data were collected from 33 students studying paramedic science at a London university. An online questionnaire was used to measure student engagement, perceived value, impact and sustainability of a simulation centre. Findings: Participants primarily perceived the simulation centre as having high value and a good impact on their learning and development, although some concerns were raised regarding its utilisation and general usability. Conclusion: While large-scale simulation centres seem beneficial to learning, they need to be fully integrated into the curriculum to maximise their impact on preparing students for their forthcoming role.
Development and psychometric testing of the Satisfaction with Cultural Simulation Experience Scale
Nurse Education in Practice, 2015
Aim: This paper reports the development and psychometric testing of the Satisfaction with Simulation Experience Scale, an instrument designed to measure and compare differences in satisfaction levels between nursing students exposed to medium and high fidelity human patient simulation manikins. Background: Student satisfaction is important to engaged and meaningful learning and it facilitates active and purposeful participation in simulation experiences. There are suggestions that student satisfaction may have some correlation with performance. Few studies have explored in a rigorous way the impact of manikin fidelity on nursing students' satisfaction with simulation experiences. Method: The items for the Satisfaction with Simulation Experience Scale were identified following a critical review of the literature. Content validly was established by use of an expert panel. During 2009 and 2010 the instrument was tested with second year (n = 268) and third year nursing students (n = 76) from one Australian university. Exploratory factor analysis with varimax rotation was used to determine construct validity and Cronbach's coefficient alpha determined the scale's internal consistency reliability. Differences in satisfaction levels between groups were analysed using an independent t test. Responses to an open ended question were categorised using thematic content analysis. Results: The scale demonstrated satisfactory internal consistency (alpha 0.77). Exploratory factor analysis yielded a three-component structure termed Debriefing and Reflection, Clinical Reasoning, and Clinical Learning; each subscale demonstrated high internal consistency: 0.94; 0.86; 0.85 respectively. Mean satisfaction scores were high for each group. However, statistically significant differences were not apparent between second or third year students exposed to medium and high fidelity manikins. Content analysis identified 13 main categories including supplementing versus replacing clinical placements and the need for increased exposure to simulation sessions. Conclusion: The results of this study indicate that simulation is highly valued by students, irrespective of the level of fidelity. This raises questions about the value of investing in expensive simulation modalities. The Satisfaction with Simulation Experience Scale was reliable and valid for this cohort. Further research in different contexts would be valuable in extending upon this work.
Journal of Nursing Education and Practice, 2017
Purpose: This paper describes undergraduate nursing students' assessment of learning in a clinical teaching model that replaces 50% of the traditional clinical hours with high-fidelity simulation. We assessed students' perceptions of the use of best practices in simulation teaching, and the importance assigned to each teaching practice to support learning. Methods: Longitudinal program evaluation design. We surveyed undergraduate nursing students with the Educational Practices Questionnaire (EPQ) at the mid-point (semester 2) and end of the program (semester 4). We used paired t-tests to assess changes in student EPQ scores between mid-and end-program. Results: Results showed that students' reported greater exposure over time to clinical simulation activities that fostered active learning and high expectations; the degree to which they rated collaborative learning as important also increased. Conclusions: Students' perceptions of the use of educational best practices and the importance of simulation in nursing education from program mid-point to end-point lends support for a clinical teaching model that uses a simulation to substitute for traditional clinical hours.
International Journal of Evidence-Based Healthcare, 2008
Background Despite the recent wave of interest being shown in high-fidelity simulators, they do not represent a new concept in healthcare education. Simulators have been a part of clinical education since the 1950s. The growth of patient simulation as a core educational tool has been driven by a number of factors. Declining inpatient populations, concerns for patient safety and advances in learning theory are forcing healthcare educators to look for alternatives to the traditional clinical encounter for skill acquisition for students.
The satisfaction with simulation experience scale (SSES): A Validation Study
Journal of Nursing Education and Practice, 2012
Objectives: Simulated learning environments are a vital component in paramedic education. Therefore having instruments such as the Satisfaction with Simulation Experience Scale (SSES) with strong measurement properties to use in educational research studies is important. Only one study has reported on the psychometric properties of the SSES previously. To investigate the factor structure of the SSES when completed by a group of undergraduate paramedic students from a large Australian university. Methods: Data from the SSES completed by second and third year undergraduate paramedic students were analyzed with Principle Components Analysis (PCA) with Varimax rotation. Results: A total of (n=167) undergraduate paramedic students participated in the study. The majority of the participants were female 58.7% (n=98) and aged < 26 years of age 80.2% (n=134). PCA of the 18 items revealed 3 factors with eigenvalues above 1, accounting for 55.5% of the total variance. Items with loadings greater than ± .40, with the factor in question were used to characterise the factor solutions. Conclusions: Findings from the PCA provide preliminary results that the SSES has adequate construct validity and reliability. This offers those involved in paramedic education involving simulation with a practical and usable instrument.
The Effect of Simulation on Clinical Performance
Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2011
Introduction: Patient simulation has been used to augment the traditional clinical model, but its value is unclear. The aim of this study was to evaluate the effects of a theory-driven pediatric simulation curriculum on nursing students' clinical performance. Methods: The convenience sample included 116 junior nursing students enrolled in a pediatric course. Using a staggered timing model, students attended simulation instead of clinical for 2 weeks (25%) of an 8-week semester. The students spent the same amount of time in simulation as in clinical (12 hours per week). Student clinical performance was assessed using a Likert-style tool at 2-week intervals by the clinical faculty. Scores of students who attended simulation in the first 2 weeks were compared with students who had not yet attended simulation. Data were analyzed using repeated measure analysis with the mixed model, and covariate effects were considered. A Compound Symmetry covariance model was used to control the correlation between weeks within each subject. Statistical significance was determined at the 5% level. Results: Faculty rated students with patient simulation experience higher than those who had not yet attended simulation (mean Ϯ standard error: 1.74 Ϯ 0.75, P ϭ 0.02). On item-level analysis, therapeutic skills were positively impacted by simulation (P ϭ 0.02). Conclusions: Time in simulation enhanced clinical performance, as simulation students achieved higher scores more quickly than those without simulation and maintained high performance levels. These findings suggest patient simulation is a valuable addition to augment the apprenticeship model.
Acta Bio Medica : Atenei Parmensis, 2021
Background and aim of the work. Training in simulation through “mannequins” is increasingly widespread among nursing students. In the Italian context, however, there are no tools that measure the degree of student satisfaction after clinical training through simulation. The aim of the study is to provide a first validation in Italian of the Satisfaction with simulation experience” (SSE) scale, a tool already validated in several languages. Methods. After obtaining the author’s consent, the SSE was subjected to forward and backward translation. The content validity was assessed by 5 training experts by calculating the Content Validity Index by Item and by Scale (I-CVI and S-CVI); the face validity was tested on 4 nursing students who had participated in a simulation experience. Subsequently, the SSE was administered to 10 nursing students with test-retest after 7 days in order to evaluate the reliability by calculating the reliability coefficient (r) and Cronbach’s α. Results. The au...
Nursing and medical staff’s experiences of simulation education
Clinical Nursing Studies
Objective: The purpose of the research was to describe nursing and medical staff’s knowledge of simulated learning and their experiences of the usefulness of simulation education in one hospital district in Finland. The research aimed at producing user-oriented knowledge to be used in the development of multiprofessional simulation pedagogical continuing education. The study is part of a larger research project, whose purpose is to build up a multiprofessional simulated learning environment for a network of partners. They involve a university of applied sciences, a vocational education center, a health technology development center and a hospital district.Methods: Data were collected using aWeb-based survey tool between December 1, 2016 and January 13, 2017. The questionnaire contained both quantitative (n = 24) and qualitative (n = 3) items. This article deals with quantitative data only. Data was analyzed using SPSS Statistics for Windows 23. The response rate was 28% (n = 125).Re...
Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students
BMC Nursing
Background Clinical simulation provides a practical and effective learning method during the undergraduate education of health professions. Currently there is only one validated scale in Spanish to assess nursing students’ satisfaction with the use of high-fidelity simulation, therefore, our objective is to validate a brief version of this scale in undergraduate nursing students with or without clinical experience. Method A cross-sectional descriptive study was performed. Between 2018 and 2020, the students from all academic courses of the Fundación Jiménez Díaz nursing school completed the satisfaction scale at the end of their simulation experiences. To validate this scale, composed of 33 items and eight dimensions, exploratory factor analysis (EFA) of the principal components was performed, the internal consistency was studied using Cronbach’s alpha, and the corrected item-test correlation of each of the items of the total scale was reviewed. Results 425 students completed the sc...
Enhancing the uptake of learning through simulation in health
2013
Increased demand on global healthcare systems has resulted in more students requiring undergraduate clinical placements in Australia, to the point that demand now exceeds supply. There is a clear need to reproduce the learning outcomes of clinical experiences via innovative means. Simulation-based education is frequently suggested as one solution. Few studies have compared the outcomes of simulation-based training versus training in real clinical settings. It is, therefore, proposed to explore this gap in the literature by systematically comparing the learning outcomes of students split into two matchedgroups participating in simulatedor clinical-based education. This will be achieved via a mixed-methods approach using a combination of: in-depth interviews with students, clinical course coordinators and supervisors; analysis of clinical placement student diaries; and comparisons of a number of measures derived from Kneebone’s conceptual framework of evaluating clinical simulations.