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Published on: February 13, 2020
Capturing Learner Perspectives: Development and Validation of the Skills-Based Training Evaluation Tool
LisaMarie Wands1, Kathy Forte, Michael Garbett
1About the Authors LisaMarie Wands, PhD, RN, CHSE-A, CNE, ANEF, FNAP, is associate clinical professor, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia. Kathy Forte, DBE, CPNP, is assistant clinical professor, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia. Michael Garbett, MSN, RN, CNEcl, is clinical faculty and Sandra Spence, DNP, MSN, RN, is senior clinical instructor, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia. Caitlin Yeager, PhD, RNC-NIC, CHSE, CNE, ANEF, is assistant professor and director, Health Resources and Simulation Center, Breen School of Nursing and Health Professions, Ursuline College, Pepper Pike, Ohio. The authors would like to thank Dr. Kim Leighton for her support of this project.
Aim:
The aim of this study was to create a valid, reliable tool to explore learner perspectives on skills-based training (SBT) activities.
Background:
Despite SBT being a core element of health care professional degree programs, no valid, reliable tool exists to collect learner feedback on SBT activities. Feedback is important for quality improvement and learner engagement.
Method:
Four expert nurse educators developed and validated the SBT Evaluation Tool to address learners' experiences with SBT activities. The tool was piloted at two universities with 231 pre- and post-licensure nursing and physician assistant students.
Results:
Four factors that explained 68.7 percent of total variance emerged from principal components analysis: skill acquisition support, learning environment effectiveness, instructional clarity, and assessment conditions. Kaiser-Meyer-Olkin measure of sampling adequacy was acceptable at .791; Cronbach's alpha was .849.
Conclusion:
The SBT Evaluation Tool provides reliable feedback regarding how learners perceive the structure and effectiveness of SBT activities.
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