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Background and objective: Globally, the use of clinical simulation has been incorporated in different nursing programs. It is important to evaluate simulation using reliable and valid instruments. Using the same instrument helps to evaluate simulation under the same criteria both nationally and internationally. The National League of Nursing developed three simulation scales which is widely used in different countries and demonstrates a good reliability and validity. Nevertheless, it is only available in English. The aim of the study was to translate the original NLN simulation evaluation scales into Traditional Chinese and evaluate its psychometric properties.Methods: Beaton and colleague’s (2000) cross-cultural adaptation guidelines was adopted. Cronbach’s alpha coefficient (α) and Corrected item-total correlation was used to determine the internal reliability. Haccoun’s single group technique was used to assess the equivalent of the scale in the original and the translated version. Lastly, Exploratory Factor Analysis (EFA) was used to determine the factor structure and Intra-Class Correlation Coefficient (ICC) to test the stability of translated scale.Results: Nine simulation experts from Hong Kong, Mainland China, Singapore and Taiwan confirmed translation of the NLN scales (EPQ-C, SDS-C, SSCL-C). Cronbach’s alpha of all subscales and overall scales were acceptable (0.72-0.89). The intra-language, inter-language and temporal inter-language cross correlations between the original and translated scales were correlated (p < 0.01). ICC of the translated scales ranges from good to excellent (0.78-0.91). Lastly, EFA also demonstrated the items were theoretically coherent (≥ 0.40) and have the same factor structure as the original English version.Conclusions: Traditional Chinese NLN simulation evaluation scales demonstrated strong validity and reliability.

BackgroundHealthcare simulation has been used as a pedagogical strategy in nursing education. Evidence has shown one of the positive impacts that simulations replace clinical placement. These wide-ranging initiatives are essential, and they can guide a nursing school’s simulation training. However, researching each innovation in the nursing field is beyond the scope.MethodsTo focus our research and develop the capacity and capability to incorporate healthcare simulation in nursing education, we used a consensus building process to establish a school’s research agenda. A modified Delphi process was adopted to reach a consensus among 10 nursing faculty members in one university with a visiting professor’s support.ResultsThe three themes were identified as (1) embedding simulation into the baccalaureate in nursing curriculum, (2) designing effective simulation-based education and (3) simulating education in the broader world (adolescents). These themes were further categorised into two areas that used simulation in the educational and community settings. Sixty per cent of the faculty members agreed that the question, ‘How can simulation be incorporated into clinical placements to enhance students’ learning?' should be the highest research priority.ConclusionThis study adds understanding to incorporate simulation-based education in the nursing curriculum and community provides insights into future research.