Huang Feifei, Ye Han Xuan, Chen Shiah-Lian, Guo Yu Fang, Wang Anni, Zhang Qinghua
School of Nursing, Fujian Medical University, Fuzhou, China.
Department of Neurosurgery, Second Affiliated Hospital of Harbin Medical University, Harbin, China.
Front Psychol. 2020 Feb 19;11:32. doi: 10.3389/fpsyg.2020.00032. eCollection 2020.
High-fidelity simulation (HFS) has become a widely used and established pedagogy for teaching clinical nursing skills. Nevertheless, there are few evidence-based instruments that validate the effectiveness of simulation learning in mainland China.
The Simulation Learning Effectiveness Inventory (SLEI) was adapted and validated for use in this study. Psychometric evaluation, incorporating classical test theory and item response theory (IRT) methods, was performed with 533 third-year undergraduate nursing students who were recruited from May 2017 to July 2018.
The findings of exploratory and confirmatory factor analyses revealed that the simplified Chinese version of the SLEI (SLEI-SC) was composed of six factors, namely, course arrangement, equipment resource, debriefing, clinical ability, problem solving, and confidence, which explained 60.84% of the total variance. The Cronbach's α, MIIC, marginal reliability, and test-retest reliability values obtained for the total scale were 0.88, 0.38, 0.96, and 0.88, respectively. Furthermore, the difference between the total scores for learning effectiveness pre- and post-course was statistically significant ( = 2.59, < 0.05, Cohen's = 0.60). IRT analysis showed that the SLEI-SC discriminates well between students with high and low levels of learning effectiveness and offers information about a broad range of learning effectiveness measures. The relationship between final course grade and total score on the SLEI-SC was statistically significant ( = 0.63, < 0.05).
We demonstrated initial psychometric evidence and support for the 31-item SLEI-SC as a developmentally appropriate instrument for assessing the learning effectiveness of all phases of HFS use with nursing students.
高保真模拟（HFS）已成为临床护理技能教学中广泛使用且成熟的教学方法。然而，在中国内地，很少有基于证据的工具来验证模拟学习的有效性。
对模拟学习有效性量表（SLEI）进行改编并验证，以用于本研究。采用经典测试理论和项目反应理论（IRT）方法，对2017年5月至2018年7月招募的533名护理学本科三年级学生进行了心理测量学评估。
探索性和验证性因素分析结果显示，SLEI的简体中文版（SLEI-SC）由六个因素组成，即课程安排、设备资源、总结汇报、临床能力、问题解决和信心，这六个因素解释了总方差的60.84%。总量表的Cronbach's α系数、MIIC系数、边际信度和重测信度值分别为0.88、0.38、0.96和0.88。此外，课程前后学习效果总分的差异具有统计学意义（t = 2.59，p < 0.05，Cohen's d = 0.60）。IRT分析表明，SLEI-SC能够很好地区分学习效果高和低的学生，并提供了关于广泛学习效果测量的信息。课程最终成绩与SLEI-SC总分之间的关系具有统计学意义（r = 0.63，p < 0.05）。
我们展示了初步的心理测量学证据，并支持31项的SLEI-SC作为一种适合评估护理学生使用HFS各阶段学习效果的工具。
