Development and Psychometric Assessment of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS)

2012 ◽  
Vol 20 (2) ◽  
pp. 75-89 ◽  
Author(s):  
Susan Dennison ◽  
Maher M. El-Masri
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Self Report ◽  
Satisfaction Scale ◽  
Convenience Sample ◽  
Academic Satisfaction ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Distinct Factor ◽  
Undergraduate Nursing Student

Background and Purpose: To examine the psychometric properties of a newly developed instrument: The Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS). Methods: A self-report test–retest questionnaire was administered to a convenience sample of 313 students enrolled in Bachelor of Science in Nursing (BScN) program in Ontario, Canada. Results: The psychometric analysis yielded a 48-item multidimensional instrument. Validity testing revealed a content validity index (CVI) of .83. Factor analysis suggested a four-dimension scale with distinct factor loadings that all exceeded .4 and explained 50% of the variance. The scale had an overall Cronbach’s alpha coefficient of .96 and a test–retest correlation coefficient of .88, indicating a highly reliable instrument. Conclusions: The newly developed instrument provides a tool to comprehensively measure the satisfaction of nursing students with the academic aspects of their nursing programs.

Translation and Psychometric Evaluation of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS)

2021 ◽  
pp. JNM-D-20-00068
Author(s):  
Pardis Rahmatpour ◽  
Hamid Sharif Nia ◽  
Mansoureh Ashghali Farahani ◽  
Kelly A. Allen
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Nursing Student ◽  
Validity And Reliability ◽  
Satisfaction Scale ◽  
Undergraduate Nursing Students ◽  
Academic Satisfaction ◽  
Persian Version ◽  
Undergraduate Nursing ◽  
Undergraduate Nursing Student

Background and PurposeMeasuring student satisfaction among nursing students is necessary for academic institute. This study aimed to validate and measure the reliability of the Persian version of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS).MethodsThis study was conducted on 437 undergraduate nursing students from September to December 2019. Face, content, construct validity (exploratory and confirmatory factor analysis), and reliability of the UNSASS were assessed.ResultsThe results of exploratory factor analysis showed that the Persian version of the UNSASS was composed of three factors: university, clinical, and faculty, which explained 41.77% of the overall variance.ConclusionsThe research revealed that the Persian version of the UNSASS has acceptable validity and reliability, which can be used to measure the academic satisfaction of undergraduate nursing students.

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

2021 ◽  
Vol 18 (2) ◽  
pp. 423
Author(s):  
María Dolores Guerra-Martín ◽  
Alejandro Cano-Orihuela ◽  
Raúl Martos-García ◽  
José Antonio Ponce-Blandón
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Cross Sectional Study ◽  
Satisfaction Scale ◽  
Cross Sectional ◽  
Academic Satisfaction ◽  
Undergraduate Nursing ◽  
Total Satisfaction ◽  
And Gender ◽  
Undergraduate Nursing Student

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.

Development and psychometric evaluation of the motivation for nursing student scale (MNSS): a cross sectional validation study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Giampiera Bulfone ◽  
Sondra Badolamenti ◽  
Valentina Biagioli ◽  
Massimo Maurici ◽  
Loreana Macale ◽  
...  
Keyword(s):  
Nursing Students ◽  
Hypothesis Testing ◽  
Validation Study ◽  
Self Efficacy ◽  
Nursing Student ◽  
Academic Motivation ◽  
Self Report ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Academic Self Efficacy

Abstract Objectives To develop a self-report scale to measure academic motivation among nursing students and to test its psychometric properties. Methods a cross-sectional validation study with a convenience sample of nursing students (n=1,635) was performed. The Motivation Nursing Students Scale was developed; content, face, construct validity, hypothesis testing and reliability were evaluated. Results The validity structure revealed a four-factor solution and the model reached a satisfactory fit (χ2=622.835 df=160, p<0.01, CFI=0.90, TLT=0.83, RMSEA=0.060 (90% [CI] 0.055–0.064, p=0.001, SRMR=0.067). The hypothesis testing was confirmed with a positive correlation of the academic self-efficacy with Introjected, Intrinsic motivation and a negative correlation with Amotivation. Conclusions We verified a link between academic self-efficacy and motivation. Both motivation and self-efficacy may increase academic achievement and the possibility for HEIs to degrees a number of students in line with demands.

scholarly journals Academic Stress and Self-Efficacy as Predictors of Academic Satisfaction among Nursing Students

2020 ◽  
Vol 14 (1) ◽  
pp. 92-99
Author(s):  
Jumana Shehadeh ◽  
Ayman M. Hamdan-Mansour ◽  
Suhaila N. Halasa ◽  
Manar H. Bani Hani ◽  
Manar M. Nabolsi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Academic Stress ◽  
Moderate Level ◽  
Self Report ◽  
Convenience Sample ◽  
Grade Point ◽  
Academic Satisfaction ◽  
Academic Self Efficacy

Background: number of factors contribute to psychological disturbances among university students. Most important, such psychological factors may influence their academic satisfaction that associates with their performance. Purpose: To examine prediction power of academic stress and academic self-efficacy on academic satisfaction among nursing students. Methods: A convenience sample of 117 nursing students recruited from two nursing programs in Jordan; one private and one governmental. Self-report format was used to collect data from students regarding academic stress, academic self-efficacy, and academic satisfaction. Results: Nursing students had moderate level of academic self-efficacy, high level of academic stress, and low to moderate level of satisfaction about curriculum and faculty performance. Positive relationship found between students Grade Point Average and academic stress and self-efficacy, while there was negative relationship with academic satisfaction (p < .05). None of the demographic variables had was a significant predictor of academic satisfaction (p > .05). regression showed that self-efficacy, interaction, explained 36% of academic satisfaction about faculties. Conclusion: Academic self-efficacy anxiety among nursing students found to contribute to their academic satisfaction. Therefore, academics and psychological counselors at academic institutions need to give more attention to the psychosocial interaction and enhance mentoring and counseling skills to their students.

scholarly journals Evaluation of a delirium awareness podcast for undergraduate nursing students in Northern Ireland: a pre−/post-test study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Gary Mitchell ◽  
Jessica Scott ◽  
Gillian Carter ◽  
Christine Brown Wilson
Keyword(s):  
Nursing Students ◽  
Northern Ireland ◽  
Nursing Student ◽  
Premature Death ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Item Questionnaire ◽  
Post Test ◽  
The Impact

Abstract Background Delirium is a common disorder affecting several people in primary, secondary, and tertiary settings. The condition is frequently under-diagnosed leading to long-lasting physical and cognitive impairment or premature death. Despite this, there has been limited research on the impact of innovative approaches to delirium education amongst undergraduate nursing students. The aim of this study was to evaluate the effect of a delirium awareness podcast on undergraduate nursing student knowledge and confidence related to the condition in Northern Ireland. Methods The intervention was a 60-min delirium awareness podcast, available throughout May 2020, to a convenience sample of year one undergraduate nursing students (n = 320) completing a BSc Honours Nursing degree programme in a Northern Ireland University. The podcast focused on how nursing students could effectively recognise, manage, and prevent delirium. Participants had a period of 4 weeks to listen to the podcast and complete the pre and post questionnaires. The questionnaires were comprised of a 35-item true-false Delirium Knowledge Questionnaire (DKQ), a 3-item questionnaire about professional confidence and a 7-item questionnaire evaluating the use of podcasting as an approach to promote knowledge and confidence about delirium. Data were analysed using paired t-tests and descriptive statistics. Results Students improved across all three core areas in the post-test questionnaire, demonstrating improvements in knowledge about symptoms of delirium (7.78% increase), causes and risk factors of delirium (13.34% increase) and management of delirium (12.81% increase). In relation to perceived confidence, students reported a 46.50% increase in confidence related to recognition of delirium, a 48.32% increase in relation to delirium management and a 50.71% increase their ability to communicate about delirium. Both questionnaires were statistically significant (P < 0.001). The final questionnaire illustrated that nursing students positively evaluated the use of podcast for promoting their knowledge and confidence about delirium and 96.32% of nursing students believed that the podcast met their learning needs about delirium. Conclusions A 60-min podcast on delirium improved first year student nurse knowledge about delirium. Nursing students also expressed that this approach to delirium education was effective in their learning about the condition.

scholarly journals Cross-cultural adaptation and validation of the Nursing Student Satisfaction Scale for use with Brazilian nursing students

2016 ◽  
Vol 24 (0) ◽  
Author(s):  
Carolina Domingues Hirsch ◽  
Edison Luiz Devos Barlem ◽  
Jamila Geri Tomaschewski Barlem ◽  
Graziele de Lima Dalmolin ◽  
Liliane Alves Pereira ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Social Interaction ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Cultural Adaptation ◽  
Nursing Student ◽  
Cross Cultural ◽  
Satisfaction Scale ◽  
Cross Cultural Adaptation ◽  
Undergraduate Nursing

ABSTRACT Objective: to cross-culturally adapt and validate the Nursing Student Satisfaction Scale (NSSS) for use with nursing students in the Brazilian context. Method: this was a quantitative exploratory and descriptive study using a cross-sectional design conducted with 123 undergraduate nursing students studying at a public university in the south of Brazil. The cross-cultural adaptation was performed according to international guidelines. Validation for use in a Brazilian context was performed using factor analysis and Cronbach's alpha. Results: based on the expert committee assessment and pre-test, face and content validity were considered satisfactory. Factor analysis resulted in three constructs: curriculum and teaching; professional social interaction, and learning environment. The internal consistency of the instrument was satisfactory: the value of Cronbach's alpha coefficient was 0.93 for the instrument as a whole, and between 0.88 and 0.89 for the constructs. Conclusion: the Brazilian version of the Nursing Student Satisfaction Scale was shown to be reliable and validated for the evaluation of student satisfaction with undergraduate nursing programs, considering the aspects teaching activities, curriculum, professional social interaction, and learning environment.

scholarly journals Burnout and academic satisfaction of nursing students in traditional and integrated curricula

2021 ◽  
Vol 55 ◽  
Author(s):  
Rafaely da Silva Batista ◽  
Márcio Souza dos Santos ◽  
Emiliana Cristina Melo ◽  
Ricardo Castanho Moreira ◽  
Júlia Trevisan Martins ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Nursing Student ◽  
Maslach Burnout Inventory ◽  
Traditional Curriculum ◽  
Satisfaction Scale ◽  
Cross Sectional ◽  
Academic Satisfaction ◽  
Integrated Curricula

ABSTRACT Objective: To verify the prevalence of burnout and its relationship with the academic satisfaction of nursing students in traditional and integrated curricula. Method: Quantitative, observational, cross-sectional, and analytical descriptive study with nursing undergraduates in two public universities. The data were collected in the classroom through a characterization survey, Maslach Burnout Inventory, and the Nursing Student Satisfaction Scale, and analyzed through inferential and descriptive statistics. Results: The participants included 301 undergraduate students. The prevalence of burnout in the traditional curriculum was 30.2%; in the integrated one, this was 16.2%. Academic efficacy (p=0.004), satisfaction with curriculum and teaching (p=0.011), and professional and social integration (p<0.001) were higher for students in the integrated curriculum. Satisfaction with the educational environment was higher in the traditional curriculum (p=0.012). Burnout was statistically associated with low academic satisfaction in all dimensions. Conclusion: The prevalence of burnout has differed significantly among students in the analyzed curriculum models and is directly associated with academic satisfaction or lack thereof. Educators should develop preventive actions against burnout in future nurses focusing on the promotion of academic satisfaction.

scholarly journals Sources of Stress among Saudi Arabian Nursing Students: A Cross-Sectional Study

2021 ◽  
Vol 18 (22) ◽  
pp. 11958
Author(s):  
Wafaa Aljohani ◽  
Maram Banakhar ◽  
Loujain Sharif ◽  
Fatimah Alsaggaf ◽  
Ohood Felemban ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Nursing Students ◽  
Nursing Student ◽  
Cross Sectional Study ◽  
Cultural Learning ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Health Related

Introduction: Nursing students experience higher levels of stress than those in other health-related disciplines; however, there are limited data exploring stress among these students in a Saudi context. Aim: This study examines sources of stress among nursing students at an academic institution in Jeddah, Saudi Arabia, using a descriptive quantitative cross-sectional research design. Methods: Data were collected from a convenience sample of 500 undergraduate nursing students, with a response rate of 71.8%, using an adapted Stress in Nursing Students (SINS) questionnaire. Results: Nursing student sources of stress fell into three categories: academic concerns, clinical practice, and social factors. Discussion: The results demonstrate commonality between other countries’ sources of stress for nursing students but highlight cultural factors unique to Saudi Arabia. This study shows opportunities for cross-cultural learning and areas needing cultural tailoring to reduce stress among nursing students.

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