Şahin Gizem, Buzlu Sevim, Kuğuoğlu Sema, Yılmaz Sevil
Department of Mental Health and Psychiatric Nursing, Istanbul University-Cerrahpaşa Florence Nightingale Faculty of Nursing, Istanbul, Turkey.
Department of Nursing, Istanbul Medipol University Faculty of Health Sciences, Istanbul, Turkey.
Florence Nightingale J Nurs. 2020 Oct 26;28(3):250-257. doi: 10.5152/FNJN.2020.19157. eCollection 2020 Oct.
The Simulation Effectiveness Tool-Modified aimed to evaluate students' perceptions about the effectiveness of learning within a simulation environment, to implement Simulation Effectiveness Tool-Modified to adapt to the Turkish language, and test for its reliability, validity, and psychometric properties.
This study was conducted in a methodological manner. The data were collected from 235 students who participated in the simulation-based learning experience in the Faculty of Nursing of 2 public universities in Istanbul between January and June 2019. In the data analysis, descriptive statistics, exploratory factor analysis with varimax rotation, confirmatory factor analysis, item-total correlation, test-retest correlation, interclass correlation, Pearson correlation, Cronbach's alpha coefficient, and ceiling-floor effect analysis were conducted.
Four factors stated that 62.2% of the total variance was a result of factor analysis. The item-total correlations of the Turkish version of the measurement tool ranged from r=0.47 to r=0.69. The total Cronbach's alpha coefficient of the tool was found to be 0.92. Test-retest correlations were found to be statistically significant for the total measurement tool and subscales. The measurement tool did not have ceiling-floor effects.
The Turkish version of the Simulation Effectiveness Tool-Modified is a reliable and valid measurement tool that can be used to evaluate perceptions on the effectiveness of learning within a simulation environment.
改良后的模拟效果工具旨在评估学生对模拟环境中学习效果的看法，对其进行修改以适应土耳其语，并测试其信度、效度和心理测量学特性。
本研究采用方法学方式进行。数据收集自2019年1月至6月在伊斯坦布尔两所公立大学护理学院参加基于模拟学习体验的235名学生。在数据分析中，进行了描述性统计、采用方差最大化旋转的探索性因素分析、验证性因素分析、项目-总分相关性分析、重测相关性分析、组内相关性分析、皮尔逊相关性分析、克朗巴赫α系数分析以及天花板-地板效应分析。
四个因素表明，总方差的62.2%是因素分析的结果。测量工具土耳其语版本的项目-总分相关性范围为r = 0.47至r = 0.69。该工具的总克朗巴赫α系数为0.92。发现总测量工具和子量表的重测相关性具有统计学意义。测量工具没有天花板-地板效应。
改良后的模拟效果工具土耳其语版本是一种可靠且有效的测量工具，可用于评估对模拟环境中学习效果的看法。
