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Abstract
ABSTRACTObjective: to cross-culturally adapt and validate the Nursing Student Satisfaction Scale (NSSS) for use with nursing students in the Brazilian context. Method: this was a quantitative exploratory and descriptive study using a cross-sectional design conducted with 123 undergraduate nursing students studying at a public university in the south of Brazil. The cross-cultural adaptation was performed according to international guidelines. Validation for use in a Brazilian context was performed using factor analysis and Cronbach's alpha. Results: based on the expert committee assessment and pre-test, face and content validity were considered satisfactory. Factor analysis resulted in three constructs: curriculum and teaching; professional social interaction, and learning environment. The internal consistency of the instrument was satisfactory: the value of Cronbach's alpha coefficient was 0.93 for the instrument as a whole, and between 0.88 and 0.89 for the constructs. Conclusion: the Brazilian version of the Nursing Student Satisfaction Scale was shown to be reliable and validated for the evaluation of student satisfaction with undergraduate nursing programs, considering the aspects teaching activities, curriculum, professional social interaction, and learning environment.
Highlights
Satisfaction can be understood as an individual’s subjective perception of meeting his/her expectations in relation to various aspects of life(1)
With respect to content validity, the pre-test carried out with 30 nursing students from masters and/or PhD nursing programs showed that the items represented the content analyzed, requiring only small modifications to questions 1, 2, 5, 6, 9, 17, and 28
The findings show that the three constructs of the Brazilian version have slight differences to those of the original version in terms of structure and conceptual definition (6)
Summary
Satisfaction can be understood as an individual’s subjective perception of meeting his/her expectations in relation to various aspects of life(1). The constant and dynamic state of change in modern society is driving a growing demand for qualified professionals with specialist knowledge and skills. One of the reflexes of this state of change is that the labor market has become more demanding. More rigorous qualification requirements mean that workers must constantly review, update and develop their knowledge, skills and competencies(2). The educational landscape has undergone various changes in order to adapt to new global challenges. This reshaping of education aims to adapt teaching to the needs of society, resulting in structural changes in management models that lead to a constant need to rethink teaching strategies(3)
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