Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus Brussels University of Applied Sciences and Arts, Laarbeeklaan 121, 1090 Brussels, Belgium; Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium.
Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium.
Women Birth. 2021 Nov;34(6):554-562. doi: 10.1016/j.wombi.2020.12.006. Epub 2020 Dec 29.
Simulation-based training has proved to be an effective teaching and learning approach in healthcare. Nevertheless, any assessment of its effectiveness should also take the students' perspective into account.
To validate the Satisfaction with Simulation Experience Scale (SSES) for use with midwifery students and evaluate midwifery students' satisfaction with perinatal simulation-based training.
Satisfaction with simulation was assessed using the SSES, a measurement tool translated from English to Dutch. Data was collected in four consecutive years (2016-19). A mixed methods design was used to capture both qualitative and quantitative data. Using the quantitative data, factor analysis was performed to assess the construct validity, while Cronbach's alpha was used to assess internal consistency. Qualitative data was assessed using thematic content analysis.
367 SSES questionnaires were completed by 251 students. The exploratory factor analysis resulted in a three-factor model covering debriefing and reflection, clinical reasoning and clinical learning. Cronbach's alpha showed good internal consistency. Students were very satisfied with perinatal simulation-based training for all three factors: 4.30 (SD=0.47) for debriefing and reflection, 3.97 (SD=0.55) for clinical reasoning and 4.10 (SD=0.46) for clinical learning. Satisfaction scores remained high and stable over the years investigated. Thematic content analysis identified 6 categories: simulation-based training is valuable, the need for more simulation-based training, fidelity, students, negative feelings, and preparation is vital.
Students were satisfied with the simulation-based training, experiencing it as providing added value to their education. Simulations gave them the opportunity to make and learn from mistakes in a safe learning environment.
基于模拟的培训已被证明是医疗保健领域一种有效的教学方法。然而，对其有效性的任何评估都应考虑学生的视角。
验证用于助产士学生的模拟体验满意度量表（SSES），并评估助产士学生对围产期基于模拟的培训的满意度。
使用 SSES 评估模拟满意度，SSES 是一种从英语翻译而来的测量工具。数据在连续四年（2016-19 年）中收集。采用混合方法设计，同时捕捉定性和定量数据。使用定量数据进行因子分析以评估结构有效性，而使用 Cronbach's alpha 评估内部一致性。使用主题内容分析评估定性数据。
251 名学生完成了 367 份 SSES 问卷。探索性因子分析得出了一个涵盖讨论和反思、临床推理和临床学习的三因素模型。Cronbach's alpha 显示出良好的内部一致性。学生对围产期基于模拟的培训的所有三个因素都非常满意：讨论和反思得分为 4.30（SD=0.47），临床推理得分为 3.97（SD=0.55），临床学习得分为 4.10（SD=0.46）。满意度评分在调查的几年中保持较高且稳定。主题内容分析确定了 6 个类别：基于模拟的培训具有价值、需要更多基于模拟的培训、保真度、学生、负面情绪和准备至关重要。
学生对基于模拟的培训感到满意，认为它为他们的教育提供了附加值。模拟为他们提供了在安全的学习环境中犯错和从错误中学习的机会。
