Abstract
Objective:to adapt the Simulation Effectiveness Tool - Modified (SET-M) to Portuguese and to verify validity and reliability indexes.Method:methodological study using ISPOR, Confirmatory Factor Analysis, correlation between the adapted instrument/Simulation Design Scale - Student Version/Individual Practice Assessment and reliability (test-retest and internal consistency indexes). Convenience sample with a total of 435 Nursing undergraduate and graduate students.Results:Simulation Effectiveness Tool - Modified Brazilian Version obtained an average score between 2.36 to 2.94. The Confirmatory Factor Analysis had a factor load > 0.30 for 17 of the 19 items. Cronbach’s alpha ranged between 0.729 and 0.874. McDonald’s omega was 0.782. There was no correlation between Simulation Effectiveness Tool - Modified Brazilian Version and the Simulation Design or Individual Practical Assessment. There was a positive correlation between the Simulation Effectiveness Tool - Modified Brazilian Version and the participants’ age. The scores of the volunteers in the simulations were significantly higher than those of the observers in three domains.Conclusion:the SET-M Brazilian Version, maintaining the 19 items and four domains of the original scale, was made available for use in Brazil to evaluate the effectiveness of the simulation, recommending studies with different samples.
Highlights
The training of nurses is an increasing challenge since, in addition to technical skills, it is necessary to develop attitudinal and managerial aspects
Stage I of translation and adaptation of Simulation Effectiveness Tool - Modified (SET-M) followed the steps proposed by the ISPOR TCA Task Force(6)
Step 4 consisted of sending the TV1-2 for back-translation by two professionals that produced the Back Translated Version 1 (BTV1) and Back Translated Version 2 (VRT2), both of them were sent to the author of the instrument and considered for the BackTranslation Review (Step 5)
Summary
The training of nurses is an increasing challenge since, in addition to technical skills, it is necessary to develop attitudinal and managerial aspects. Active strategies such as simulation can provide argumentation, reflection and practice. The effectiveness of the simulation seeks to assess the students’ ability to transfer knowledge to the context of the real world(3), and may be related to the students’ self-perception about their learning and self-confidence. An instrument capable of evaluating these concepts can help professors in the elaboration and conduction of best practices in simulation(4), in addition to the production of evidence related to this strategy
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