Psychometric testing simulation evaluation questionnaires

Psychometric testing of the Norwegian version of the <i>Simulation Design Scale, </i>the <i>Educational Practices Questionnaire </i>and<i> </i>the <i>Student Satisfaction And Self-Confidence In Learning Scale</i> in nursing education.The dataset is replication data for the peer reviewed article "Psychometric testing of the Norwegian version of the Simulation Design Scale, the Educational Practices Questionna" (see separate link) Article Abstract - Related Publication Introduction: Simulation-based learning is a well-established technique in nursing education. However, there is a need for reliable and validated evaluation tools across both national boundaries and cultural conditions. Such evaluation tools may contribute in identifying areas for improvement in simulation-based learning from the nursing students’ perspective. Objectives: The aim of this study was to test three widely used American questionnaires – the Simulation Design Scale, the Educational Practices Questionnaire, and the Student Satisfaction and Self-Confidence in Learning Scale, for psychometric properties among Norwegian undergraduate nursing students. Methods: A descriptive cross-sectional study was conducted at a university simulation center in southern part of Norway. A total of 105 undergraduate nursing students participated, giving a response rate of 77%. An exploratory factor analysis was used to examine construct validity. Cronbach’s alpha was applied in order to establish the questionnaires’ internal consistency. Results: The exploratory factor analyses displayed the same number of extracted factors as the number of subscales in each of the original American questionnaires. However, the item-factor structure differed from the original item-subscales. The Cronbach’s alpha was &gt; 0.7 for all three questionnaires, indicating acceptable internal consistency. Conclusion: Psychometric testing of the Norwegian versions of the three questionnaires, the Simulation Design Scale, the Educational Practices Questionnaire, and the Student Satisfaction and SelfConfidence in Learning Scale, could be used as valid instruments for nursing students to evaluate important aspects of simulation-based learning. This also makes it easier to compare evaluation results of SBL across languages and cultural boundaries. However, to confirm the construct validity of the factors extracted in this study, further multi-site studies are needed to perform a confirmatory factor analysis in a new, large sample.<br><br>

护理教育领域挪威版《模拟设计量表（Simulation Design Scale）》、《教学实践问卷（Educational Practices Questionnaire）》及《学生学习满意度与自信心量表（Student Satisfaction And Self-Confidence In Learning Scale）》的心理测量学检验。本数据集为同行评议论文《挪威版模拟设计量表、教学实践问卷与学生学习满意度及自信心量表的心理测量学检验》（详见独立链接）的复现数据。

论文摘要——相关研究背景：基于模拟的学习（Simulation-based learning，简称SBL）是护理教育中应用成熟的教学手段，但当前仍亟需适配不同国家边界与文化环境的可靠且经过验证的评估工具。此类工具可从护理学生视角出发，助力识别模拟学习中的改进方向。

研究目的：本研究旨在检验三款广泛应用的美国量表——模拟设计量表、教学实践问卷及学生学习满意度与自信心量表在挪威本科护理学生群体中的心理测量学特性。

研究方法：本研究在挪威南部某大学模拟中心开展描述性横断面研究，共计105名本科护理学生参与，有效回收率达77%。研究采用探索性因子分析检验结构效度，并通过克朗巴赫α系数（Cronbach’s alpha）评估各问卷的内部一致性。

研究结果：探索性因子分析提取的因子数量与各原始美国问卷的子量表数量一致，但条目-因子结构与原始的条目-子量表结构存在差异。三款问卷的克朗巴赫α系数均大于0.7，表明其内部一致性可接受。

研究结论：三款问卷的挪威版经心理测量学检验后，可作为护理学生评估模拟学习重要维度的有效工具，同时也便于跨语言与文化边界比较SBL的评估结果。但为验证本研究提取因子的结构效度，仍需开展多中心研究，在全新的大样本中实施验证性因子分析。