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首页> 外文期刊>Frontiers in Psychology >Psychometric Testing of the Chinese Simple Version of the Simulation Learning Effectiveness Inventory: Classical Theory Test and Item Response Theory
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Psychometric Testing of the Chinese Simple Version of the Simulation Learning Effectiveness Inventory: Classical Theory Test and Item Response Theory

机译：中国简单版本的仿真学习效果库存的心理测量测试：经典理论测试与项目响应理论

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Background: High-fidelity simulation (HFS) has become a widely used and established pedagogy for teaching clinical nursing skills. Nevertheless, there are few evidence-based instruments that validate the effectiveness of simulation learning in mainland China. Methods: The Simulation Learning Effectiveness Inventory (SLEI) was adapted and validated for use in this study. Psychometric evaluation, incorporating classical test theory and item response theory (IRT) methods, was performed with 533 third-year undergraduate nursing students who were recruited from May 2017 to July 2018. Results: The findings of exploratory and confirmatory factor analyses revealed that the simplified Chinese version of the SLEI (SLEI-SC) was composed of six factors, namely, course arrangement, equipment resource, debriefing, clinical ability, problem solving, and confidence, which explained 60.84% of the total variance. The Cronbach’s α, MIIC, marginal reliability and test-retest reliability values obtained for the total scale were 0.88, 0.38, 0.96, and 0.88, respectively. Furthermore, the difference between the total scores for learning effectiveness pre- and post-course was statistically significant (t=2.59, p 0.05, Cohen’s d=0.60 ). IRT analysis showed that the SLEI-SC discriminates well between students with high and low levels of learning effectiveness and offers information about a broad range of learning effectiveness measures. The relationship between final course grade and total score on the SLEI-SC was statistically significant (r=0.63, p 0.05). Conclusions: We demonstrated initial psychometric evidence and support for the 31-item SLEI-SC as a developmentally appropriate instrument for assessing the learning effectiveness of all phases of HFS use with nursing students.
机译：背景：高保真仿真（HFS）已成为一种广泛使用和建立的教学，用于教学临床护理技能。然而，很少有基于证据的仪器验证了中国大陆模拟学习的有效性。方法：调整和验证模拟学习有效性库存（Slei），用于本研究。对经典测试理论和项目响应理论（IRT）方法进行了心理测量评估，由2017年5月至2018年7月招聘的533名本科护理学生进行。结果：探索性和验证因素分析的调查结果显示简化的中文版的Slei（Slei-SC）由六个因素组成，即课程安排，设备资源，汇报，临床能力，问题解决和信心，这解释了总方差的60.84％。为总尺度获得的Cronbach的α，MIIC，边缘可靠性和测试保持性可靠性值分别为0.88,0.38,0.96和0.88。此外，学习效果预分数之间的差异在统计学上显着（T = 2.59，P <0.05，COHEN的D = 0.60）。 IRT分析表明，Slei-SC在高度和低程度的学习效果的学生之间歧视，并提供了广泛的学习效果措施的信息。最终课程等级与Slei-sc上总分比的关系统计学意义（r = 0.63，p <0.05）。结论：我们展示了初始的心动测验证据，并支持31项Slei-SC作为评估HFS与护理学生所有阶段的学习效果的作用合适的仪器。

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