シミュレーションベース学習体験を評価するための検証済みインストゥルメント：スコーピングレビュー
Dolores Latugaye1, Carolina Astoul Bonorino2, Pía De Ezcurra3
1Director of the Bachelor of Science in Nursing Program and of the Clinical Simulation Center, School of Biomedical Sciences at Universidad Austral and Adjunct Professor of the Bachelor's Degree in Nursing, Argentina.
Aim:
To identify validated instruments used to evaluate SBLE in health sciences between 2000 and 2025.
Background:
Simulation-based learning experiences (SBLE) are increasingly integrated into health sciences education. Ensuring their quality requires validated instruments that assess not only participants but also key components such as design, environment, and facilitator performance.
Design:
A scoping review was conducted using Joanna Briggs Institute methodology and reported following PRISMA-ScR guidelines.
Methods:
Searches were performed in PubMed and the Virtual Health Library (up to July 1, 2025), supplemented by manual and grey literature searches. Eligible studies were instrumental research reporting the validation of SBLE evaluation tools.
Results:
From 2183 records, 25 articles met inclusion criteria, describing 27 validated instruments. Most were questionnaires (92 %), developed before 2020, primarily in English-speaking countries and among nursing students. Psychometric evidence included content validity (74 %), construct validity (63 %), criterion validity (17 %), and reliability (78 %). Confirmatory factor analysis was rarely used. Most tools assessed satisfaction or self-confidence; fewer addressed facilitator performance, scenario quality, or institutional readiness.
Conclusion:
Current instruments emphasize participant perception, with limited methodological rigor and scope. Broader, psychometrically robust tools are needed.
