Development of Educational Satisfaction Scale in Simulation for Nursing Students

Kim, Jiyoung; Heo, Narae

doi:10.22251/jlcci.2019.19.18.291

Cited by 5 publications

(7 citation statements)

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“…The simulation educational satisfaction score in this study was 62.90 ± 6.93, which was higher than the scores of 57.12 ± 8.21 [8] and 57.26 ± 6.53 [17] in previous studies using the same scale. The higher the satisfaction with the major, the higher the satisfaction with clinical practice [25], and the higher the satisfaction with university life, the higher the simulation educational satisfaction.…”

Section: Discussioncontrasting

confidence: 86%

“…Simulation educational satisfaction was measured using the Educational Satisfaction Scale in Simulation for Nursing Students by Kim and Heo [8]. The scale consisted of three factors with sixteen items: learning content (six items), situational competency (six items), and emotional response (four items), scored on a 5-point Likert scale ranging from 1 point (strongly disagree) to 5 points (strongly agree).…”

Section: Simulation Educational Satisfactionmentioning

confidence: 99%

“…However, simulation-based education does not only bring the aforementioned positive outcomes to participating students. Studies on nursing students in Korea have reported that nursing students who participated in simulation-based education felt nervous and anxious, overwhelmed and embarrassed, and guilty about making mistakes [5,8,9]. Stress and low self-confidence due to simulation-based education [10] and the idea that others are watching them lead to anxiety, resulting in passivity when participating in simulations with peers [11].…”

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confidence: 99%

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The mediating role of flow in the relationship between simulation design and simulation educational satisfaction in korean nursing students: a cross-sectional study

Lee,

2024

BMC Nurs

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Background In Korea, there has been recent interest in nursing simulation education. In nursing, simulation education has many advantages, such as improving nursing students’ problem-solving and judgment skills. Simulation education satisfaction is an indicator for evaluating educational performance from the learners’ perspective and an important criterion for the development and progress of nursing education. Therefore, based on NLN/Jeffries simulation theory, this study aims to identify the relationship between simulation design and educational satisfaction and to confirm the mediating effect of flow. Methods This cross-sectional study was conducted using 143 fourth-year nursing students who had participated in classes using simulations at three universities in Seoul, Daegu, and Jeonbuk. Data were collected from April 24 to May 3, 2023. Demographic data, simulation design scale (SDS), flow in simulation, and the educational satisfaction scale in simulation were collected via an online questionnaire. The collected data were analyzed through t-test, ANOVA, Scheffé test, and Pearson’s correlation coefficient using SPSS 25.0. The mediating effect of flow was analyzed through the three-stage mediation effect procedure using hierarchical regression analysis and the Sobel test. Results The simulation educational satisfaction had a statistically significant positive correlation with simulation design (r = .65, p < .001) and flow (r = .47, p < .001), and simulation design was positively correlated with the flow (r = .55, p < .001). The simulation design had a statistically significant effect on flow, which was the mediating variable (β = 0.55, p < .001). Additionally, simulation design had a statistically significant effect on simulation educational satisfaction (β = 0.56, p < .001). The significance of the mediating effect of flow on the relationship between simulation design and simulation educational satisfaction was investigated using the Sobel test, and the mediating effect of flow was found to be statistically significant (Z = 5.36, p < .001). Conclusion The significance of the current study lies in its confirmation of the link between simulation design and simulation educational satisfaction, as well as the mediating function of flow. Nursing students can achieve simulation educational satisfaction through simulation-based education if simulation educators follow best practices that improve flow through well-organized simulation design.

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Section: Discussioncontrasting

confidence: 86%

Section: Simulation Educational Satisfactionmentioning

confidence: 99%

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confidence: 99%

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The mediating role of flow in the relationship between simulation design and simulation educational satisfaction in korean nursing students: a cross-sectional study

Lee,

2024

BMC Nurs

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“…Educational satisfaction was measured using the Educational Satisfaction Scale in Simulation for Nursing Students, by Kim and Heo [ 45 ]. The scale comprises 16 items measured using three subscales: learning content, situational competency, and emotional response.…”

Section: Methodsmentioning

confidence: 99%

Instructional design and educational satisfaction for virtual environment simulation in undergraduate nursing education: the mediating effect of learning immersion

Park

Kim

2022

BMC Med Educ

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Background Schools were closed after the onset of COVID-19, with non-face-to-face practices or distance education in nursing education replacing video learning or simulation classes in nursing education clinical practicum. This led to an increase in interest in virtual environment simulation education. While technology-based teaching methods might feel new and intriguing to learners, it is necessary to evaluate learner satisfaction with such an educational method beyond its novelty value. Therefore, this study examined the mediating effect of learning immersion on the relationships between instructional design and educational satisfaction, for virtual environment simulation. Methods A descriptive cross-sectional research design was used. The study sample included students in the third or fourth year of the nursing curriculum in South Korea. The participants were 164 nursing students, who had an experience with virtual environment simulation practices during the past year, prior to September 2021. Data were collected using an online questionnaire. The questionnaire addressed the characteristics of nursing students, instructional design, learning immersion, and educational satisfaction. The collected data were analyzed using path analysis. Results The indirect effect of the path between instructional design and educational satisfaction, mediated through learning immersion in virtual environment simulation was found to be significant. Furthermore, the direct path was also statistically significant. Conclusion Educational content, based on virtual environment simulation, should be implemented based on instructional design. It is necessary to recognize the importance of instructional design that can promote learning immersion in virtual environment simulation, as well as to prepare consistent standards for such design.

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“…While technology-based teaching methods might seem new and intriguing to learners, it is necessary to evaluate learner satisfaction with such an educational method beyond its novelty value. Educational satisfaction has been found to affect learning outcomes and is emphasized as an important factor in determining behavior and intention [30,31].…”

Section: Introductionmentioning

confidence: 99%

Instructional Design and Educational Satisfaction for Virtual Environment Simulation in Undergraduate Nursing Education: The Mediating Effect of Learning Immersion

Park

Kim

2022

Preprint

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Background Schools were closed down after the onset of COVID-19, with non-face-to-face practices or distance education in nursing education replacing video learning or simulation classes in nursing education clinical practicum. This led to an increase in interest in virtual environment simulation education. While technology-based teaching methods might feel new and intriguing to learners, it is necessary to evaluate learner satisfaction with such an educational method beyond its novelty value. Therefore, this study aimed to examine the mediating effect of learning immersion on the relationships between instructional design and educational satisfaction for virtual environment simulation. Methods This study used a descriptive cross-sectional research design. The study sample included students in the third or fourth year of the nursing curriculum in South Korea. The participants were 164 nursing students who had an experience with virtual environment simulation practices during the past year before September 2021. Data were collected using an online questionnaire. The questionnaire addressed the characteristics of nursing students, instructional design, learning immersion and educational satisfaction. The collected data were analyzed using path analysis. Results The indirect effect of the path between instructional design and educational satisfaction mediated through learning immersion in virtual environment simulation was found to be significant. Furthermore, the direct path was also statistically significant. Conclusion Educational content based on virtual environment simulation should be implemented based on instructional design. It is necessary to recognize the importance of instructional design that can promote learning immersion in virtual environment simulation, as well as to prepare consistent standards for the instructional design.

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Development of Educational Satisfaction Scale in Simulation for Nursing Students

Cited by 5 publications

References 0 publications

The mediating role of flow in the relationship between simulation design and simulation educational satisfaction in korean nursing students: a cross-sectional study

The mediating role of flow in the relationship between simulation design and simulation educational satisfaction in korean nursing students: a cross-sectional study

Instructional design and educational satisfaction for virtual environment simulation in undergraduate nursing education: the mediating effect of learning immersion

Instructional Design and Educational Satisfaction for Virtual Environment Simulation in Undergraduate Nursing Education: The Mediating Effect of Learning Immersion

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