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

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255188
Author(s):  
Mariona Farrés-Tarafa ◽  
David Bande ◽  
Juan Roldán-Merino ◽  
Barbara Hurtado-Pardos ◽  
Ainoa Biurrun-Garrido ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Validity And Reliability ◽  
Cross Sectional ◽  
Clinical Simulation ◽  
Self Confidence ◽  
Level Of Satisfaction ◽  
Clinical Simulations

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.

scholarly journals Validity and reliability of the Indonesian version of tinnitus handycap inventory

2015 ◽  
Vol 24 (1) ◽  
pp. 36-42
Author(s):  
Jenny E. Bashiruddin ◽  
Widayat Alviandi ◽  
Alvin Reinaldo ◽  
Eka D. Safitri ◽  
Yupitri Pitoyo ◽  
...  
Keyword(s):  
Internal Consistency ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Psychometric Validation ◽  
Validity And Reliability ◽  
Functional Scale ◽  
Cross Sectional ◽  
Validity Test ◽  
Psychometric Instrument ◽  
High Internal Consistency

Background: To translate and assess the validity and reliability of the Indonesian version of Tinnitus Handycap Inventory (THI) as an psychometric instrument for evaluating the quality of life in tinnitus patients. This instrument will support the clinicians to determine the appropriate tinnitus management for them.Methods: A cross-sectional psychometric validation study was performed to assess the internal consistency, reliability and validity of the Indonesian version of THI in 50 subjective tinnitus patients at ENT outpatient clinic of Cipto Mangunkusumo Hospital between May-August 2010. 25 question items of original THI were translated, back-translated and validated using the transcultural validation by WHO.Results: The validity test demonstrated a significant correlation in the emotional and the catastrophic scale whilst there was no significant correlation in the functional scale for item F2 and particularly for item F15. Nevertheless, the validity test on the functional scale showed a good result. This study also showed high internal consistency and reliability for the total scale (Cronbach-α = 0.91)Conclusion: The evaluation result indicated that the reliability of adapted Indonesian version of the THI in our study is relatively high and could be applied in clinical examination or further otolaryngology study by both specialists and general physicians.

scholarly journals Simulation in cardiorespiratory arrest: assessment of satisfaction with the learning of nursing students

2021 ◽  
Vol 55 ◽  
Author(s):  
Amanda Chlalup Linn ◽  
Emiliane Nogueira de Souza ◽  
Rita Catalina Aquino Caregnato
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Cardiopulmonary Arrest ◽  
Cardiorespiratory Arrest ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Simulation Scenario ◽  
Students Satisfaction

ABSTRACT Objective: To evaluate the satisfaction and self-confidence of undergraduate nursing students’ learning in a scenario of realistic clinical simulation with the theme of advanced cardiopulmonary arrest maneuvers. Method: Exploratory-descriptive study, with a quantitative approach. In order to evaluate the simulation activity developed undergraduate nursing students responded to the Student Satisfaction and Self-Confidence with Learning Scale. Results: 19 students participated in the study. Students’ satisfaction and self-confidence with learning were identified, with an average of 4.17 ± 0.59 in the developed scenario. In the subscale of satisfaction with current learning and in the subscale of self-confidence with learning, 86.3% and 76.6% of students scored the items in a maximum way (4-5), respectively. Conclusion: Nursing students demonstrate satisfaction and self-confidence with learning from a realistic clinical simulation scenario on the theme of advanced cardiorespiratory arrest maneuvers.

scholarly journals The Psychometric Properties of the Stress and Anxiety to Viral Epidemics-6 Items: A Test in the U.S. General Population

2021 ◽  
Vol 12 ◽  
Author(s):  
Sangha Lee ◽  
Jihoon Lee ◽  
Soyoung Yoo ◽  
Sooyeon Suh ◽  
Seockhoon Chung ◽  
...  
Keyword(s):  
General Population ◽  
Psychometric Properties ◽  
Factor Model ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Validity And Reliability ◽  
English Version ◽  
Cross Sectional ◽  
Patient Health ◽  
The U.S

Objectives: Many individuals around the world are suffering from psychological distress due to the COVID-19 outbreak. The aim of this study is to explore the validity and reliability of the English version of Stress and Anxiety to Viral Epidemics-6 (SAVE-6), which measures the anxiety response of the general population to the viral epidemic.Methods: A cross-sectional web-based study with self-reporting measures was conducted. A total of 314 United States residents were recruited via online platform in exchange for payment. The participants were asked to an anonymous questionnaire, collecting information on demographics, psychiatric history, SAVE-6, Patient Health Questionnaire-4 (PHQ-4), and the Coronavirus Anxiety Scale.Results: The result from confirmatory factor analysis (CFA) demonstrated that a single-factor model [χ(9)2 = 11.53, p = 0.24] yielded excellent fit for all of indices [χ2/df ratio = 1.28; CFI = 1.00; TLI = 1.00; SRMR = 0.02; RMSEA = 0.03 (0.00, 0.07; 90% CI)] and yielded strong internal consistency reliability (Cronbach's α = 0.88). The results from multigroup CFAs showed that there were no gender differences [Δχ(6)2 = 3.20, p = 0.78, ns] and no race differences [Δχ(6)2=3.60, p = 0.73, ns] between the models, along with excellent model fits.Conclusions: The results of this study support the reliability and validity of SAVE-6 with strong psychometric properties for the English version of the U.S. population.

scholarly journals Paramedic students’ confidence and satisfaction with clinical simulations of an emergency medical care programme in South Africa: A cross-sectional study

2021 ◽  
Vol 26 ◽  
Author(s):  
Peter T. Sandy ◽  
John T. Meyer ◽  
Oluwaseun S. Oduniyi ◽  
Azwihangwisi H. Mavhandu-Madzusi
Keyword(s):  
South Africa ◽  
Medical Care ◽  
Emergency Medical Care ◽  
Cross Sectional ◽  
Care Programme ◽  
Clinical Simulation ◽  
Self Confidence ◽  
Emergency Medical ◽  
Clinical Simulations ◽  
Students Satisfaction

Background: There has been an increase in the use of clinical simulations as instructional tools in healthcare education. This is because of their role in ensuring patients’ safety and quality-care provision.Aim: This study investigated the paramedic students’ satisfaction and self-confidence in the clinical simulation of an emergency medical care programme.Setting: The study was conducted at the Durban University of Technology in the KwaZulu-Natal Province of South Africa. The paramedic students’ satisfaction and self-confidence in the clinical simulation of an emergency medical care programme were the focus of the study.Methods: The study used a cross-sectional research design. A convenience sampling method was used to select the 83-paramedic students who participated in the study. Data were collected between July and September 2017 using a structured questionnaire. Descriptive statistics (frequencies and percentages and Spearman’s rank-order correlation coefficient) and an inferential test, ordinal logistic regression analysis, were used for data analysis.Results: High levels of paramedic students’ satisfaction and self-confidence in simulation activities were reported. Generally, the paramedic students’ demographics were associated with the satisfaction and self-confidence variables with p-values ≤ 0.04. Emergency medical care training undertaken by the paramedic students was significantly associated with self-confidence (p = 0.00).Conclusion: Clinical simulation can bridge the theory-practice gap for paramedic students. It is a hands-on approach that promotes students learning of clinical skills through reflection.

scholarly journals CLINICAL NURSING STUDENTS’ SELF CONFIDENCE DURING E-LEARNING IMPLEMENTATION

2020 ◽  
Vol 9 (2) ◽  
pp. 147
Author(s):  
Made Satya Nugraha Gautama ◽  
Sugiarsih Sugiarsih ◽  
Totok Harjanto
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Positive Impact ◽  
Univariate Analysis ◽  
The Self ◽  
Cross Sectional ◽  
School Of Nursing ◽  
Self Confidence ◽  
Clinical Nursing ◽  
E Learning

Background: E-learning as a learning method with a flexible and interactive pedagogical approach has a positive impact on the value of self-confidence of nursing students. School of Nursing, Faculty of Medicine Public Health and Nursing Universitas Gadjah Mada (FMPHN UGM) develop e-learning for nursing students in clinical practice learning which requires an evaluation to e-learning implementation by describing the self-confidence of the nursing student after use e-learning. The purpose of this study was to describe self-confidence (SC) of the clinical nursing students based on 3 selfconfidence’s components that consist of cognitive, affective, and psychomotor.Methods: A Descriptive study with a cross-sectional design toward 95 clinical nursing students in the stage of nursing management and basic nursing practice in September 2018 period at the School of Nursing FMPHN UGM. Data analysis used the univariate analysis with descriptive statistic test to describe respondent characteristic and variable. Student Satisfaction and Self-Confidence in Learning Instrument by National League for Nursing (NLN) in 2005 was used in this study. The instrument was through cultural adaptation and modification first.Results: The self-confidence of nursing students as e-learning evaluation found that the majority of respondents (90,5%) had high levels of self-confidence. Components of self confidence, consist of cognitive, affective and psychomotor also showed that the majority of respondents were in the high category (84,2%; 88,4%; 66,3%).Conclusion: Clinical nursing students have high self-confidence after going through e-learning.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

Indigenous need arise to protect human from self-harm behavior in Pakistan: translation and validation of inventory of statements about self-injury

2020 ◽  
Vol 13 (5) ◽  
pp. 421-433
Author(s):  
Haseeb Nisar ◽  
Muhammad Aqeel ◽  
Ammar Ahmad
Keyword(s):  
English Language ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Health Issue ◽  
Factorial Validity ◽  
Future Health ◽  
Cross Sectional ◽  
Content Type ◽  
Self Injury ◽  
Self Harm

Purpose The purpose of this paper is to highlight the indigenous need to counter self-harm behavior in Pakistan and establish the reliability and validity of scale with translation, adaptation and cross-language validation of the inventory of statements about self-injury (ISAS) for future health studies (Klonsky and Glenn, 2009). Design/methodology/approach The present study was a cross-sectional study using a quantitative method. Response items rating is made from three-point Likert-type scales ranging from the 0-not relevant, 1-somewhat relevant or 2-very relevant. ISAS has been comprised of 13 potential functions of deliberate self-harm (DSH) and all subscales have been translated from the English language into the Urdu language with a sample of 30 individuals and further applied on 200 samples of DSH patients for factorial validation. The standard back-translation method was used for translation and adaptation of the scale (Anderson and Brislin, 1976; Brislin, 1976; Hambleton, 1994). Findings The overall scale has good internal consistency reliability. Confirmatory factor analysis was performed to confirm the factorial validity of ISAS. Results revealed that all the items have confirmed strong factorial validity in the context of Pakistani culture and quite helpful in hospital settings to address this health issue. Originality/value Self-harm is considered as a major health issue in the young population of the world and therefore, the investigated scale provides an assessment of DSH and intentions of performing self-injury to achieve a better understanding of such behaviors in DSH patients, which will help further to develop measures to prevent such behavior.

scholarly journals Faktor-Faktor yang Mempengaruhi Efektifitas Praktik Laboratorium Daring Pada Masa Pandemi Covid-19

JKEP ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 86-102
Author(s):  
Nurhalimah Nurhalimah ◽  
Deby Fitriayuningsih ◽  
Omi Haryati ◽  
Dwi Kartika Rahayuningtyas
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Total Sample ◽  
Validity And Reliability ◽  
Laboratory Practice ◽  
Cross Sectional ◽  
Online Laboratory ◽  
Chi Square Analysis

The teaching and learning process during the Covid-19 pandemic underwent a change, previouslyitwasdoneface-to-face, now it must be done online, both learning theory and laboratory practice. Online laboratory practice learning will have an impact on student learning outcomes where students will have difficulty achieving learning outcomes because they cannot practice directly with appropriate tools. The study aims to identify the factors that affect the effectiveness of online method laboratory practices in nursing students of the Nursing Department of the Health Polytechnic of the Ministry of Health, JakartaIII.This research is a quantitative study with a cross sectional approach,with Chi- Square analysis, simple and multiple linear regression. The sampling technique used purposive sampling with a total sample of 143 respondents. The questionnaire was developed by researchers and validity and reliability tests have been carried out. The results of this study indicate that students' motivation and learning method scontribute 1.74 times to the success of online laboratory practical learning. It is necessary to readiness of lecturers in making practical learning media online methods and readiness of students to change learning patterns from face to face to online.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

2021 ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Cross Sectional Study ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Critical Patients

Abstract BackgroundFormative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies.Methods218 undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software.ResultsMost nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance.ConclusionThe best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

scholarly journals Validity and reliability of the Noor Evidence-Based Medicine Questionnaire: A cross-sectional study

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249660
Author(s):  
Mohd Noor Norhayati ◽  
Zanaridah Mat Nawi
Keyword(s):  
Evidence Based Medicine ◽  
Healthcare Professionals ◽  
High Reliability ◽  
Internal Consistency Reliability ◽  
Evidence Based ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Cross Sectional ◽  
Cronbach's Alpha ◽  
Based Medicine

Background Evidence-based medicine (EBM) is a widely accepted scientific advancement in clinical settings that helps achieve better, safer, and more cost-effective healthcare. However, presently, validated instruments to evaluate healthcare professionals’ attitude and practices toward implementing EBM are not widely available. Therefore, the present study aimed to determine the validity and reliability of a newly developed knowledge, attitude, and practice (KAP) questionnaire on EBM for use among healthcare professionals. Methods The Noor Evidence-Based Medicine Questionnaire was tested among physicians in a government hospital between July and August 2018. Exploratory factor analysis and internal consistency reliability-based Cronbach’s alpha statistic were conducted. Results The questionnaire was distributed among 94 physicians, and 90 responded (response rate of 95.7%). The initial number of items in the KAP domains of the Noor Evidence-Based Medicine Questionnaire were 15, 17, and 13, respectively; however, two items in the practice domain with communalities <0.25 and factor loadings <0.4 were removed. The factor structure accounted for 52.33%, 66.29%, and 55.39% of data variance in the KAP domains, respectively. Cronbach’s alpha values were 0.81, 0.81, and 0.84 for KAP domains, respectively, indicating high reliability. Conclusions This questionnaire can be used to evaluate the knowledge, attitudes, and behaviour of healthcare professionals toward EBM. Future testing of this questionnaire among other medical personnel groups will help expand the scope of this tool.

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