Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)

Farrés-Tarafa, Mariona; Bande, David; Roldán‐Merino, Juan; Hurtado‐Pardos, Bárbara; Biurrún-Garrido, Ainoa; Molina-Raya, Lorena; Raurell-Torredà, M.; Casas, Irma; Lorenzo‐Seva, Urbano

doi:10.1371/journal.pone.0255188

Cited by 9 publications

(11 citation statements)

References 44 publications

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“…Students' satisfaction showed a moderate and positive correlation with self-confidence in both simulation-oriented pre-clinical practice and clinical practice among nursing students (Oanh et al, 2021). Other studies have also reported a positive correlation between the levels of students' self-confidence and their satisfaction, which also positively influences their performance (Almeida et al, 2015;Farrés-Tarafa et al, 2021).…”

Section: Discussionmentioning

confidence: 90%

The effect of students’ online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference

Odhiambo

Ocansey

2023

Front. Psychol.

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IntroductionDuring the peak of the COVID-19 pandemic, nearly all educational institutions globally had to eventually embrace the maneuver of transferring to nearly 100% online learning as a new routine for different curricula. Although many students in developing countries such as Kenya are only experiencing the exclusive online learning approach for the first time, research on students’ experience and satisfaction with COVID-19-imposed online learning is largely lacking. Thus, this study examined the effect of online-learning experiences on satisfaction in the setting of the COVID-19 pandemic in Kenya. The mediating role of students’ preference on the relationship between online-learning experience and satisfaction was also examined.MethodsA web-based survey involving 501 respondents was analyzed using IBM® SPSS® and AMOS software platforms. A structural equation model (SEM) was used to analyze the relationships.Results and DiscussionResults showed that 80% of participants indicated their preference for in-person learning as against 20% for online learning. Students’ satisfaction-SS had a significant positive correlation with online classroom perceived quality-OCPQ, acquisition of self-confidence-ASC, teaching performance and engagement-TPE, and preference for online learning-POL but a negative correlation with internet access and cost-IAC. Moreover, while POL positively correlated with OCPQ, ASC, and TPE, it negatively correlated with IAC. Both the structural model for the main effect and the mediation model provided a good fit and confirmed these relationships. Student preference had a significant effect on satisfaction and played a significant mediating role in the relationship between online-learning experience and satisfaction. These findings shed light on the underlying factors that explain students’ online learning satisfaction and provide guidelines for universities and policymakers to make better decisions that enhance students’ online-learning experience and satisfaction.

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Section: Discussionmentioning

confidence: 90%

The effect of students’ online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference

Odhiambo

Ocansey

2023

Front. Psychol.

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“…Saarikoski and Leino-Kilpi (2002) developed the Clinical Learning Environment and Supervision scale (CLES-2002), whose aim is established in six factors: learning scope, supervisor leadership, service environment, characteristics of care, characteristics of learning, and relationship with the tutor [ 12 ]. In the scope of clinical simulation, Farrés-Tarafa et al (2021) have recently developed an adaptation for Spanish nursing students, by validating the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) [ 13 ]. The authors concluded that clinical simulations help the students to increase their levels of confidence and satisfaction, allowing them to face real scenarios in the clinical practice.…”

Section: Introductionmentioning

confidence: 99%

Design and Validation of a Questionnaire to Measure the Perception of Nursing Degree Students about the Learning Process in Primary Care

et al. 2022

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The aim of this study was to develop a tool for the evaluation of the learning process of the clinical practicum in primary care. The study was carried out in two phases: (1) identification of the categories that determine the perception of the nursing degree students about the learning process in the clinical practicum in primary care and the items for each category; and (2) cross-sectional study in a sample of 475 nursing degree students. The psychometric properties in terms of reliability (internal consistency) and construct validity were analyzed through a confirmatory factor analysis. Cronbach’s alpha coefficient of internal consistency for the entire questionnaire was 0.93, and that for each of the categories was above 0.70 in all cases. The chi-squared test was statistically significant (2.84; p < 0.001). The confirmatory factor analysis produced a model of 6 dimensions and 41 items. The parameters were estimated through the least squares method. All saturations were statistically significant (p < 0.05). In view of the results of this study, it can be asserted that the questionnaire to measure the perception of the nursing degree students about the learning process in the community clinical practicum (QPCLP) presents good properties in terms of internal consistency and validity.

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“…The SCLS measures the level of satisfaction and self-confidence of nursing students in clinical simulation. The score is directly related to self-confidence without a cut-off point, indicating that higher scores are accountable for a higher self-confidence of the students [ 13 ]. Finally, a 10-item questionnaire dedicated to assessing the degree of acquisition of knowledge obtained by the students in the field of BLS in pregnant women was included, using the latest indications on BLS from the European Resuscitation Council (ERC) 2021 [ 16 ].…”

Section: Methodsmentioning

confidence: 99%

“…It is essential to understand the needs of the student body [ 11 , 12 ]. Thus, different tools, including the Student Satisfaction and Self-Confidence in Learning Scale (SCLS), have been developed to measure student satisfaction and self-confidence through high-fidelity simulations [ 13 ]. Furthermore, these tools provide information about which factors are associated with a low level of self-confidence in students and, therefore, how they may be acted upon, improving learning results and improving the students’ learning experience in the clinical environment.…”

Section: Introductionmentioning

confidence: 99%

Self-Confidence, Satisfaction, and Knowledge of Nursing Students with Training in Basic Life Support in Pregnant Women: A Cross-Sectional Study

et al. 2023

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Background: A flipped classroom integrating clinical simulation has been shown to be effective for basic life support (BLS) competencies in nursing students. Cardiopulmonary arrests (CPAs) in pregnant women have a low incidence but high morbidity and mortality. Current trends show an increasing incidence; however, most official university nursing training curricula do not include specific training modules for BLS in pregnant women. This study aims to know the satisfaction and self-confidence of nursing students with respect to a training intervention regarding in BLS in pregnant women. Additionally, it aims to assess the adequacy of this intervention for acquiring the necessary knowledge on the subject. Methods: A cross-sectional study was conducted at the University of Jaen in 2022. Data were collected on sociodemographic factors, previous contact with the topic, and topic knowledge in addition to the use of an SCLS questionnaire to measure satisfaction. Participants took the BLS training (a flipped classroom integrating clinical simulation on this topic) before answering the questionnaire. Results: A total of 136 students participated. The mean score on the BLS questionnaire was 9.10 out of 10 (SD = 1.01). The mean score for the SCLS questionnaire for females was 62.36 (SD = 7.70) and 56.23 (SD = 16.94) for the male group. Age showed a statistically significant association with SCLS score: the score decreased with an increase in age (p < 0.001). Conclusions: The flipped classroom, integrating simulation for BLS in pregnant women, improves self-confidence, satisfaction, and knowledge on the topic.

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Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)

Cited by 9 publications

References 44 publications

The effect of students’ online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference

The effect of students’ online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference

Design and Validation of a Questionnaire to Measure the Perception of Nursing Degree Students about the Learning Process in Primary Care

Self-Confidence, Satisfaction, and Knowledge of Nursing Students with Training in Basic Life Support in Pregnant Women: A Cross-Sectional Study

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