Psychometric Properties of the Turkish Version of the Learning Flow in Clinical Simulation Scale.

Abstract

Background: Students must be able to accept the unrealistic aspects of clinical simulations to ensure these simulations are effective learning tools. As the flow during simulation must be measured to determine simulation learning effectiveness, a reliable measurement tool is needed.

Purpose: This study was carried out to translate the Learning Flow in Clinical Simulation Scale (LFCSS) into Turkish and then to validate it on a sample of nurses in Turkey.

Methods: A methodological research approach was used, and 135 nursing students with prior experience engaging with clinical simulations were recruited and enrolled as participants. The data were collected using two forms, i.e., the Student Information Form, LFCSS (Turkish version) and The Simulation Effectiveness Tool-Modified. Content validity was evaluated using a content validity index (CVI) based on expert opinions. The correlation between the two forms was calculated using the equivalent (parallel) forms method, and reliability and internal consistency were examined using the Cronbach alpha coefficient and item analysis. The construct validity of the scale was determined using factor analysis with varimax rotation.

Results: The Cronbach alpha coefficient was .93 for the entire LFCSS, with item-total score correlations ranging between .922 and .745. In terms of equivalent (parallel) forms reliability, a low correlation (r = .389) was found with the Flow Scale in Clinical Simulation and Prebriefing subdimension of the Simulation Effectiveness Tool-Modified, and a moderate correlation (r = .467, r = .584, r = .447) was found with the Learning, Confidence, and Debriefing subdimensions of the same. The factor analysis showed a four-factor structure explaining 74.13% of the total variance, which is similar to the original scale. The Kaiser-Meyer-Olkin value was .890 and the Bartlett's test chi-square value was 1455.35 with a p < .001 significance level.

Conclusions: The findings indicate the Turkish version of the LFCSS is a reliable and valid tool for assessing level of student/participant flow in clinical simulation.