Abstract
Objective: translate and validate to Portuguese the Scale of Student Satisfaction and Self-Confidence in Learning. Material and Methods: methodological translation and validation study of a research tool. After following all steps of the translation process, for the validation process, the event III Workshop Brazil - Portugal: Care Delivery to Critical Patients was created, promoted by one Brazilian and another Portuguese teaching institution. Results: 103 nurses participated. As to the validity and reliability of the scale, the correlation pattern between the variables, the sampling adequacy test (Kaiser-Meyer-Olkin) and the sphericity test (Bartlett) showed good results. In the exploratory factorial analysis (Varimax), item 9 behaved better in factor 1 (Satisfaction) than in factor 2 (Self-confidence in learning). The internal consistency (Cronbach's alpha) showed coefficients of 0.86 in factor 1 with six items and 0.77 for factor 2 with 07 items. Conclusion: in Portuguese this tool was called: Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem. The results found good psychometric properties and a good potential use. The sampling size and specificity are limitations of this study, but future studies will contribute to consolidate the validity of the scale and strengthen its potential use.
Highlights
The use of technologies in teaching has shown to be an important tool to strengthen the learning and competency building of health students and professionals
The Content Validity Index (CVI)(20) was calculated and items with CVI of 100% had their translation maintained in the final version of the tool, while items with CVI inferior to 80% suffered slight language modifications
After receiving permission from the others of the original scale, this study was submitted for Institutional Review Board approval at the University of São Paulo at Ribeirão Preto College of Nursing and approved under opinion 294.206/2013
Summary
The use of technologies in teaching has shown to be an important tool to strengthen the learning and competency building of health students and professionals. Simulation has shown to be an effective teaching-learning strategy as it significantly structures the knowledge. The use of available Information and Communication Technologies can favor the exchange of practical with updated theoretical-scientific knowledge, besides encouraging the professional to adopt new practices[1]. The use of simulation as a pedagogical strategy is an attempt to reproduce the particularities of a certain clinical situation, aiming for a better understanding and management of this condition when it happens in a real-life context. To be affective and reach its full potential, the participants need to consider it as legitimate, authentic and real. As a cognitive and behavioral education strategy, it promotes high levels of self-esteem and self-confidence, as it permits the internalization of information and the satisfaction with the learning process[2]
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