Psychometric Evaluation of the Turkish Version of the Student Perception of Effective Teaching in Clinical Simulation Scale

Abstract

Background: Clinical simulation is essential in nursing education for enhancing students' clinical reasoning and decision-making, and reliable, culturally adapted tools are needed to assess their perceptions. Aim: This study examined the validity and reliability of the Turkish version of the Student Perception of Effective Teaching in Clinical Simulation Scale (SPETCS), which evaluates nursing students' views on effective teaching in clinical simulations. Methods: A cross-sectional study was conducted in a single institution with 173 nursing students. Analyses included content and construct validity, reliability, and stability. Construct validity was examined using Confirmatory Factor Analysis (CFA), and model fit was evaluated using conventional thresholds (chi & sup2;/df<3, Root Mean Square Error of Approximation [RMSEA]<= 0.08, Comparative Fit Index [CFI]>= 0.90, Standardized Root Mean Square Residual [SRMR]<= 0.08). Results: The scale achieved a Content Validity Index (CVI) of 1.00. Confirmatory Factor Analysis confirmed the original two-factor structure of the Importance subscale (33 items), with factor loadings ranging from 0.462 to 0.800, while the Extent of Agreement subscale retained its unidimensional structure, consistent with the original scale. Model fit indices included chi & sup2;/df=2.736, RMSEA=0.10, CFI=0.770, and SRMR=0.061, indicating a moderate model fit. Although RMSEA and CFI suggested a marginally acceptable fit, SRMR and chi & sup2;/df values were within acceptable limits. Internal consistency was high, with Cronbach's alpha coefficients of 0.957 for the Extent of Agreement subscale and 0.960 for the Importance subscale. Conclusion: The Turkish adaptation of the SPETCS has proven to be a psychometrically sound tool for evaluating nursing students' views on effective instructional practices in simulation-based education.