Translation and First Pilot Validation Study of the “Undergraduate Nursing Student Academic Satisfaction Scale” Questionnaire to the Spanish Context

Abstract

Satisfaction helps nursing students to develop skills and improve their academic performance, hence the importance of assessing it by means of a reliable instrument. The objective was to translate and culturally adapt the “Undergraduate Nursing Student Academic Satisfaction Scale” (UNSASS) instrument to the Spanish context. A cross-sectional study was conducted with a representative sample of 354 fourth-year nursing students from University of Seville, Seville, Spain. The validation process was carried out in five phases as follows: direct translation, synthesis of the translations, back translation, consolidation by a panel of experts, and pilot test with nursing students. After two rounds among two expert committees, the Content Validity Index (CVI) varied from 0.85 to 1, obtaining a CVI above 0.8 with the global questionnaire. A scale composed of 48 items and 4 subscales was obtained, resulting in a Cronbach’s α coefficient of 0.96. Within the subscales, this coefficient varied between 0.92 and 0.94. No statistically significant differences were found between the total satisfaction of the scale and gender and teaching unit. An inversely proportional relationship was found between the age and the “Support & Resources” scale. The “Escala de Satisfacción Académica del Estudiante de Enfermería” (ESAEE) scale was obtained, translated, and adapted to the Spanish context from the UNSASS scale, with satisfactory consistency and validity.

Factors affecting academic burnout of nursing students according to clinical practice experience

“…Moreover, as major satisfaction affects not only academic burnout, but also improvement of nursing competency [ 42 ] and is related to formation of nursing professional value [ 43 ], efforts must be made to improve major satisfaction, in addition to relieving stress of nursing students. Major satisfaction is related to various learning factors such as lecture rooms, clinical practice education, instructors, learning plans, and programs [ 44 ]. Therefore, such factors must be considered for interventions to improve major satisfaction.…”

Social Image of Nursing. An Integrative Review about a Yet Unknown Profession

“…Nowadays, strengthening the image of Nursing supposes a challenge for its professionals. In countries such as Spain, many efforts have been made to manage appropriate tools to evaluate, during the undergraduate training period of future nurses, aspects such as academic satisfaction [ 22 ] or the perception of care that clinical instructors demonstrate to students, considering the strong impact it has on their future relationships with patients, relatives, and other health professionals [ 23 ]. However, the fact that the social image of Nursing does not coincide with the reality of the profession implies a series of repercussions ranging from high professional dissatisfaction or burnout to diversity of conflicts that reduce potential and work capacity in multidisciplinary-interdisciplinary teams and prevent the expansion and advancement of the profession, without overlooking the fact that this situation directly affects quality of care and users’ satisfaction.…”

Hemşirelik Öğrencilerinin Akademik Memnuniyet ve Eğitim-Öğretim Memnuniyet Düzeylerinin Belirlenmesi

“…Ekiz ve arkadaşları (2019) ile Victor ve arkadaşlarının (2020) çalışmalarında bu çalışma sonucuna benzer şekilde erkek öğrencilerin eğitim memnuniyet düzeylerinin kadın öğrencilere göre yüksek olduğu bildirilmiştir (31,32). Ancak literatürde cinsiyetin eğitim memnuniyeti üzerinde etkisi olmadığını belirten araştırmalar da yer almaktadır (5,9,20,23,26,28,33,34). Geçmiş yıllarda hemşirelik mesleğinin ve eğitiminin toplumsal cinsiyete bağlı yargı kalıplarına maruz kaldığı bilinmektedir.…”