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Reliability and validity of the simulation learning effectiveness inventory.

Teresa A Bates¹, Patricia C Clark¹

¹Byrdine F. Lewis College of Nursing and Health Professions, Georgia State University, United States of America.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing

|December 21, 2019

Summary

This summary is machine-generated.

The English version of the Simulation Learning Effectiveness Inventory demonstrates good reliability and validity for measuring simulation learning outcomes in nursing students. Further research may refine its subscale structure.

Keywords:

Factor analysis Learning outcomes Psychometric analysis Reliability Simulation Validity

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Area of Science:

Nursing Education
Educational Measurement

Background:

Reliable and valid instruments are crucial for assessing simulation learning outcomes in research.
This study focuses on the psychometric evaluation of the English Simulation Learning Effectiveness Inventory.

Purpose of the Study:

To report the psychometric properties of the English version of the Simulation Learning Effectiveness Inventory.
To establish the reliability and validity of this instrument for use in academic settings.

Main Methods:

Examined internal consistency reliability using Cronbach's alpha.
Assessed construct validity through factor analysis and convergent, discriminant, and known-group validity.
Utilized a sample of 132 undergraduate nursing students.

Main Results:

All subscales exhibited Cronbach's alpha coefficients greater than 0.70, indicating strong internal consistency.
Evidence supported convergent, discriminant, and known-group validity.
Factor analysis suggested some item reassignments to different subscales compared to the original Chinese version.

Conclusions:

The English Simulation Learning Effectiveness Inventory provides reliable and valid measures for simulation learning.
Future psychometric investigations may lead to adjustments in the instrument's subscale composition.