Reliability and validity study of the Spanish adaptation of the “Creighton Simulation Evaluation Instrument (C-SEI)”

Roldán‐Merino, Juan; Farrés-Tarafa, Mariona; Hurtado‐Pardos, Bárbara; Miguel-Ruiz, Maria Dolores; Nebot-Bergua, Carlos; Insa-Calderón, E; Grané-Mascarell, Núria; Bande-Julian, David; Falcó-Pergueroles, Anna Marta; Lluch‐Canut, Teresa; Casas, Irma

doi:10.1016/j.nepr.2018.12.007

Cited by 12 publications

(8 citation statements)

References 24 publications

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“…In the Spanish educational context there are several valid and reliable tools that can be used to know the level of satisfaction of students about new teaching methodologies; these include the tutorial action [ 17 , 18 ], or simulation plans [ 19 , 20 ]. There are also tools to measure nursing competences in a simulation scenario [ 21 – 23 ], to evaluate the debriefing through the DASH report [ 24 ]. However, in Spain, as occurs in other countries, there are no validated instruments that evaluate perceptions of best educational practices in simulation [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

Reliability and validity study of the Spanish adaptation of the “Educational Practices Questionnaire” (EPQ)

et al. 2020

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The Educational Practices Questionnaire is an instrument for assessing students perceptions of best educational practices in simulation. As for other countries, in Spain, it is necessary to have validated rubrics to measure the effects of simulation. The objective of this study was to carry out a translation and cultural adaptation of the Educational Practices Questionnaire into Spanish and analyze its reliability and validity. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 626 nursing students. Psychometric properties were analyzed in terms of reliability and construct validity by confirmatory and exploratory factor analysis. The exploratory and confirmatory factor analyses showed that the one-dimensional model is acceptable for both scales (presence and importance). The results show that the participants' scores can be calculated and interpreted for the general factor and also for the four subscales. Cronbach's alpha and the Omega Index were also suitable for all the scales and for each of the dimensions. The Educational Practices Questionnaire is a simple and easy-to-administer tool to measure how nursing degree students perceive the presence and importance of best educational practices.

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Section: Introductionmentioning

confidence: 99%

Reliability and validity study of the Spanish adaptation of the “Educational Practices Questionnaire” (EPQ)

et al. 2020

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“…(15) O CCEI validado na versão espanhola encontrou valores de coeficiente de concordância Kappa de 0,80, porém ressalta-se que o estudo finalizou a escala com apenas 22 itens e o método de análise de escolha foi diferente do estudo atual. (24) Os coeficientes Fleiss Kappa dos domínios desse estudo apresentaram resultados inversamente proporcionais com os percentuais de concordância, justificados pela análise de existência de erro aleatório que o coeficiente Fleiss Kappa utiliza, ao contrário do percentual de concordância, que apenas avalia a concordância bruta dos avaliadores. (25) A consistência interna, calculada com o coeficiente de confiabilidade KR20, apresentou valores de KR20:0,717 para o cenário 1 e KR20: 0,805 para o cenário 2, classificadas como consistência interna moderada e alta, respectivamente.…”

Section: Discussionunclassified

“…(15) Na versão espanhola, a consistência interna encontrada foi de 0,839, classificada como alta. (24) Sobre a versão brasileira, ainda na etapa de tradução, foi encontrado Alfa de Cronbach de 0,897. (14) Alguns autores encontraram valores menores de consistência interna, quando utilizado o coeficiente KR20, com valores de 0,701 e 0,803, para escalas dicotômicas, considerado consistência moderada e alta, respectivamente.…”

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Validação psicométrica do instrumento Creighton para avaliação de competências clínicas em simulação

Vilarinho¹,

Félix²,

Kalinke³

et al. 2020

Acta Paulista De Enfermagem

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“…In the simulation, knowledge, performance in situ, the educational practices used, student satisfaction and self-assessment, as well as critical thinking ability and self-confidence can be assessed [8,57]. A systematic review found that high-fidelity simulation improves knowledge and skills but not so much self-confidence [58].…”

Section: Plos Onementioning

confidence: 99%

“…Several instruments adequate for use to evaluate simulations have been identified in recent years [23,[27][28][29][30]. Instruments to evaluate different aspects of competencies, clinical decisions and teamwork have been developed in Spain [31][32][33], but only one instrument has been located that evaluates satisfaction [34]. It consists of 38 items and 8 dimensions (simulation utility, characteristics of cases and applications, communication, self-reflection on performance, increased self-confidence, relation between theory and practice, facilities and equipment and negative aspects of the simulation).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach’s alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.

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Reliability and validity study of the Spanish adaptation of the “Creighton Simulation Evaluation Instrument (C-SEI)”

Cited by 12 publications

References 24 publications

Reliability and validity study of the Spanish adaptation of the “Educational Practices Questionnaire” (EPQ)

Reliability and validity study of the Spanish adaptation of the “Educational Practices Questionnaire” (EPQ)

Validação psicométrica do instrumento Creighton para avaliação de competências clínicas em simulação

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

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