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Cross-Cultural Validation and Psycometric Testing of the Questionnaire: Debriefing Experience Scale
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences. CCRN, Cand.Polit, Faculty of Health, Care and Nursing, Department of Nursing, Gjøvik University College, Norway. (randi.tosterud@hig.no)
CCRN, Cand.Polit, Faculty of Health, Care and Nursing, Department of Nursing, Gjøvik University College, Norway.
CCRN, Cand.Polit, Faculty of Health, Care and Nursing, Department of Nursing, Gjøvik University College, Norway.
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences. Department of Nursing, Faculty of Health, Care and Nursing, Gjøvik University College, Gjøvik, Norway.ORCID iD: 0000-0003-3385-3731
2015 (English)In: Clinical Simulation in Nursing, ISSN 1876-1399, E-ISSN 1876-1402, Vol. 11, no 1, 27-34 p.Article in journal (Refereed) Published
Abstract [en]

In the use of human patient simulation, there is a need for standardized and validated instruments across both national boundaries and cultural conditions. The aim of the present study was to translate and validate the Debriefing Experience Scale in a Norwegian context. The study was conducted as a survey of 146 bachelor’s nursing undergraduates. An expert group, conventional content analysis, the known-group technique and psychometric testing were all being used. The scale seemed to hold a good potential for evaluating debriefing, but would also benefit from reducing the subscales. Due to testing for validity being an ongoing process, there is a need for more studies to draw conclusions about the properties of questionnaire.

Place, publisher, year, edition, pages
Elsevier, 2015. Vol. 11, no 1, 27-34 p.
Keyword [en]
Nursing education, Human patient simulation, Debriefing, Debriefing Experience Scale, Psychometric testing
National Category
Nursing
Research subject
Nursing Science
Identifiers
URN: urn:nbn:se:kau:diva-34603DOI: 10.1016/j.ecns.2014.09.011ISI: 000369821000005OAI: oai:DiVA.org:kau-34603DiVA: diva2:763440
Available from: 2014-11-14 Created: 2014-11-14 Last updated: 2016-04-13Bibliographically approved
In thesis
1. Simulation used as a learning approach in nursing education: Students’ experiences and validation of evaluation questionnaires
Open this publication in new window or tab >>Simulation used as a learning approach in nursing education: Students’ experiences and validation of evaluation questionnaires
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim was to investigate bachelor nursing students’ experiences with simulation as a learning approach conducted under various conditions. Additionally, the aim was to translate and validate questionnaires for the evaluation of simulation in a Norwegian context.

Methods: Quantitative and qualitative methods were used. Nursing students responded to three questionnaires after attending either low- or high-fidelity simulation. Data were analyzed with statistics (I). Two evaluation questionnaires were subjected to a principal components analysis (II, III). Data were obtained from nursing students through focus group interviews, and analyzed with a qualitative content analysis (IV).

Main findings: Independent of the fidelity level in the simulation and educational level, the students reported satisfaction and that the emphasized features in learning were present. Those who had used a paper/pencil case study were the most satisfied (I). Debriefing was reported to be crucial for learning, but in particular by attending the large groups, also as a stressful and intrusive situation (IV).The Norwegian version of the questionnaire, the Student Satisfaction and Self-Confidence Scale, revealed no stable factor solution (II). The translated version of the Debriefing Experience Scale was shown to hold a good potential for evaluating debriefing, but benefited from reducing the subscales (III). To ensure safety and security were reported to be a prerequisite for learning, with the students requesting a more frequent use of simulation and a higher degree of familiarity with active learning in their program in general (IV).

Conclusions: Simulation at all fidelity levels should be used in nursing education. To exploit the potential, the learning approaches should be integrated into the program in general through a systematic and structured building of a learning community. A further validation and testing of the questionnaires in different programs and contexts is needed.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2015. 87 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2015:1
Keyword
debriefing, evaluation questionnaires, fidelity, nursing students, experiences, psychometric testing, simulation
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-34549 (URN)978-91-7063-608-0 (ISBN)
Public defence
2015-01-23, 1 A 305, Lagerlöfsalen, Karlstads universitet, Karlstad, 11:00 (Norwegian)
Opponent
Supervisors
Available from: 2014-12-05 Created: 2014-11-05 Last updated: 2016-04-13Bibliographically approved

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Tosterud, RandiPetzäll, KerstinHall-Lord, Marie-Louise
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