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Turkish Validity and Reliability of the Satisfaction with Simulation Experience Scale
(DUZCE UNIV, FAC MEDICINE, 2022-01-01) Tuzer, Hilal; Kocatepe, Vildan; Yilmazer, Tuba; Inkaya, Bahar; Unver, Vesile; Levett-Jones, Tracy
Objective: Research on simulation-based experience focuses primarily on the student's level of knowledge, skills, self-confidence, and satisfaction. There is only one scale in Turkish that can be used to measure satisfaction with the simulation experience. The aim of this study was to establish the validity and reliability of the Turkish version of the Satisfaction with Simulation Experience Scale (SSES).Methods: The study sample consisted of 130 nursing students from two universities. Data were collected using a student information form, the Turkish version of the Satisfaction with Simulation Experience Scale (SSES-TR) and the Scale of Student Satisfaction and Confidence in Learning (SSSCL). The original SSES was translated into Turkish. Thirteen academics, who were experts in nursing and simulation, were consulted for content validity. Expert feedback was collected in a form to determine the content validity ratio using Lawshe's technique. The Turkish adaptation of the SSES was performed by four linguists to ensure linguistic validity. The correlation between the SSES-TR and SSSCL was determined using concurrent validity and Pearson's Correlation. Internal consistency tests were used to test reliability. The SSES-TR was administered to 35 students as a test-retest with an interval of two weeks to determine its consistency across time. Construct validity was evaluated by confirmatory factor analysis (CFA).Results: The scale had a content validity index (CVI) of 0.86. The SSES-TR had a Cronbach's alpha (alpha) of 0.928. The correlation between SSES-TR items and total and subscale scores ranged from 0.492 to 0.749. Test-retest reliability coefficients showed that the SSES-TR total score and subscale scores were compatible. The fit statistics of the 3-factor scale structure according to CFA are at the level of ``acceptable fit{''} according to RMSEA (0.095) and SRMR (0.090).Conclusions: The SSES-TR is a reliable and valid measure that can be used to assess nursing students' satisfaction with simulation-based experience.
Examining Knowledge, Skill, Stress, Satisfaction, and Self-Confidence Levels of Nursing Students in Three Different Simulation Modalities
(ELSEVIER SCIENCE INC, 2020-01-01) Cura, Sengul Uzen; Kocatepe, Vildan; Yildirim, Dilek; Kucukakgun, Hilalnur; Atay, Selma; Unver, Vesile
Purpose: The aim of this study was to compare the effect of different simulation modalities on knowledge, skill, stress, satisfaction, and self-confidence levels of students receiving undergraduate education in three nursing schools. Method: This was an experimental study. Students applied the scenario of ``Respiratory Sounds Assessment{''} which was prepared according to three different simulation modalities. In the study, the standardized patient, high-fidelity simulation, and partial task trainer were used as simulation modalities. Results: An increase was observed in postpractice knowledge levels of the three groups which had similar knowledge levels before the practice. Virtual Analog Scale stress levels of the students in the standardized patient group were higher than those of others. The students' mean scores of satisfaction in learning were higher in the standardized patient group. The students in the partial task trainer group had lower scores of self-confidence in learning. Skill scores of the students were lower in the standardized patient practice than those in others. Conclusion: Simulation-based experiences give students the opportunity of experiencing situations they may experience in the actual practice beforehand. Therefore, this may increase their performance in real practices, as reality increases in the standardized patient group. (c) 2020 Korean Society of Nursing Science. Published by Elsevier BV. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Example of a Simulation Design in Nursing Education: Safe Chemotherapy Administration
(ISTANBUL UNIV-CERRAHAPASA, 2019-01-01) Uslu, Yasemin; Unver, Vesile; Kocatepe, Vildan; Karabacak, Ukke
Chemotherapy is one of the treatment methods increasingly used in cancer. In this article, we aimed to share our simulation experiences within the scope of the elective course of Cancer Nursing in the Nursing Internship (4th year) program in the process of teaching safe chemotherapy administration methods. Simulation-based experience should be designed to attain specified educational goals and expected results as best as possible. Scenario implementation is based on the criteria of the International Nursing Association for Clinical Simulation and Learning standards. A biologically safe drug preparation cabin in the drug preparation room of a simulation center was used, and a medium-fidelity mannequin-based simulator evaluating the vital signs was utilized as the simulator during the simulation implementation. In the patient history prepared within the scope of the scenario, the students were expected to achieve goals. An analysis was performed by a trainer who followed attentively the implementation during the scenario. In the analysis stage, sessions including 8-10 students were held using the Promoting Excellence and Reflective Learning in Simulation. A checklist was used to evaluate the skill steps of the students objectively. It is thought that this simulation scenario maintained in accordance with the standards of best practice of the International Nursing Association for Clinical Simulation and Learning would guide the readers. The simulation is considered to be an effective method for safe medications, and it is recommended to plan different scenarios according to the levels of student.

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