Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students

Abstract 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, ou...
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Autor*in:	Alejandro Martínez-Arce [verfasserIn] Julián Rodríguez-Almagro [verfasserIn] Esperanza Vélez-Vélez [verfasserIn] Paloma Rodríguez-Gómez [verfasserIn] Alberto Tovar-Reinoso [verfasserIn] Antonio Hernández-Martínez [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Simulation Undergraduate nursing Nursing education research Evaluation

Übergeordnetes Werk:	In: BMC Nursing - BMC, 2003, 22(2023), 1, Seite 9
Übergeordnetes Werk:	volume:22 ; year:2023 ; number:1 ; pages:9

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1186/s12912-023-01515-2

Katalog-ID:	DOAJ091847273

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520			\|a Abstract 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 scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett’s sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. Conclusion The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience.
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allfields	10.1186/s12912-023-01515-2 doi (DE-627)DOAJ091847273 (DE-599)DOAJ69156b2e77e44678abcd74fce70e5d67 DE-627 ger DE-627 rakwb eng RT1-120 Alejandro Martínez-Arce verfasserin aut Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract 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 scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett’s sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. Conclusion The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience. Simulation Undergraduate nursing Nursing education research Evaluation Nursing Julián Rodríguez-Almagro verfasserin aut Esperanza Vélez-Vélez verfasserin aut Paloma Rodríguez-Gómez verfasserin aut Alberto Tovar-Reinoso verfasserin aut Antonio Hernández-Martínez verfasserin aut In BMC Nursing BMC, 2003 22(2023), 1, Seite 9 (DE-627)355492318 (DE-600)2091496-9 14726955 nnns volume:22 year:2023 number:1 pages:9 https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/article/69156b2e77e44678abcd74fce70e5d67 kostenfrei https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/toc/1472-6955 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 22 2023 1 9
spelling	10.1186/s12912-023-01515-2 doi (DE-627)DOAJ091847273 (DE-599)DOAJ69156b2e77e44678abcd74fce70e5d67 DE-627 ger DE-627 rakwb eng RT1-120 Alejandro Martínez-Arce verfasserin aut Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract 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 scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett’s sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. Conclusion The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience. Simulation Undergraduate nursing Nursing education research Evaluation Nursing Julián Rodríguez-Almagro verfasserin aut Esperanza Vélez-Vélez verfasserin aut Paloma Rodríguez-Gómez verfasserin aut Alberto Tovar-Reinoso verfasserin aut Antonio Hernández-Martínez verfasserin aut In BMC Nursing BMC, 2003 22(2023), 1, Seite 9 (DE-627)355492318 (DE-600)2091496-9 14726955 nnns volume:22 year:2023 number:1 pages:9 https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/article/69156b2e77e44678abcd74fce70e5d67 kostenfrei https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/toc/1472-6955 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 22 2023 1 9
allfields_unstemmed	10.1186/s12912-023-01515-2 doi (DE-627)DOAJ091847273 (DE-599)DOAJ69156b2e77e44678abcd74fce70e5d67 DE-627 ger DE-627 rakwb eng RT1-120 Alejandro Martínez-Arce verfasserin aut Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract 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 scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett’s sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. Conclusion The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience. Simulation Undergraduate nursing Nursing education research Evaluation Nursing Julián Rodríguez-Almagro verfasserin aut Esperanza Vélez-Vélez verfasserin aut Paloma Rodríguez-Gómez verfasserin aut Alberto Tovar-Reinoso verfasserin aut Antonio Hernández-Martínez verfasserin aut In BMC Nursing BMC, 2003 22(2023), 1, Seite 9 (DE-627)355492318 (DE-600)2091496-9 14726955 nnns volume:22 year:2023 number:1 pages:9 https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/article/69156b2e77e44678abcd74fce70e5d67 kostenfrei https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/toc/1472-6955 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 22 2023 1 9
allfieldsGer	10.1186/s12912-023-01515-2 doi (DE-627)DOAJ091847273 (DE-599)DOAJ69156b2e77e44678abcd74fce70e5d67 DE-627 ger DE-627 rakwb eng RT1-120 Alejandro Martínez-Arce verfasserin aut Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract 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 scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett’s sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. Conclusion The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience. Simulation Undergraduate nursing Nursing education research Evaluation Nursing Julián Rodríguez-Almagro verfasserin aut Esperanza Vélez-Vélez verfasserin aut Paloma Rodríguez-Gómez verfasserin aut Alberto Tovar-Reinoso verfasserin aut Antonio Hernández-Martínez verfasserin aut In BMC Nursing BMC, 2003 22(2023), 1, Seite 9 (DE-627)355492318 (DE-600)2091496-9 14726955 nnns volume:22 year:2023 number:1 pages:9 https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/article/69156b2e77e44678abcd74fce70e5d67 kostenfrei https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/toc/1472-6955 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 22 2023 1 9
allfieldsSound	10.1186/s12912-023-01515-2 doi (DE-627)DOAJ091847273 (DE-599)DOAJ69156b2e77e44678abcd74fce70e5d67 DE-627 ger DE-627 rakwb eng RT1-120 Alejandro Martínez-Arce verfasserin aut Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract 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 scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett’s sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. Conclusion The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience. Simulation Undergraduate nursing Nursing education research Evaluation Nursing Julián Rodríguez-Almagro verfasserin aut Esperanza Vélez-Vélez verfasserin aut Paloma Rodríguez-Gómez verfasserin aut Alberto Tovar-Reinoso verfasserin aut Antonio Hernández-Martínez verfasserin aut In BMC Nursing BMC, 2003 22(2023), 1, Seite 9 (DE-627)355492318 (DE-600)2091496-9 14726955 nnns volume:22 year:2023 number:1 pages:9 https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/article/69156b2e77e44678abcd74fce70e5d67 kostenfrei https://doi.org/10.1186/s12912-023-01515-2 kostenfrei https://doaj.org/toc/1472-6955 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 22 2023 1 9
language	English
source	In BMC Nursing 22(2023), 1, Seite 9 volume:22 year:2023 number:1 pages:9
sourceStr	In BMC Nursing 22(2023), 1, Seite 9 volume:22 year:2023 number:1 pages:9
format_phy_str_mv	Article
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topic_facet	Simulation Undergraduate nursing Nursing education research Evaluation Nursing
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authorswithroles_txt_mv	Alejandro Martínez-Arce @@aut@@ Julián Rodríguez-Almagro @@aut@@ Esperanza Vélez-Vélez @@aut@@ Paloma Rodríguez-Gómez @@aut@@ Alberto Tovar-Reinoso @@aut@@ Antonio Hernández-Martínez @@aut@@
publishDateDaySort_date	2023-01-01T00:00:00Z
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language_de	englisch
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callnumber-first	R - Medicine
author	Alejandro Martínez-Arce
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topic_title	RT1-120 Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students Simulation Undergraduate nursing Nursing education research Evaluation
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title	Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students
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title_full	Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students
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author_browse	Alejandro Martínez-Arce Julián Rodríguez-Almagro Esperanza Vélez-Vélez Paloma Rodríguez-Gómez Alberto Tovar-Reinoso Antonio Hernández-Martínez
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title_sort	validation of a short version of the high-fidelity simulation satisfaction scale in nursing students
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title_auth	Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students
abstract	Abstract 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 scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett’s sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. Conclusion The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience.
abstractGer	Abstract 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 scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett’s sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. Conclusion The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience.
abstract_unstemmed	Abstract 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 scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett’s sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. Conclusion The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience.
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title_short	Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students
url	https://doi.org/10.1186/s12912-023-01515-2 https://doaj.org/article/69156b2e77e44678abcd74fce70e5d67 https://doaj.org/toc/1472-6955
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