Università degli studi di Modena e Reggio Emilia

Background: The Satisfaction with Simulation Experience scale is a 5-point Likert scale that measures students' satisfaction in medium and high-fidelity simulation scenarios. This study aims at investigating the psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale. Methods: A multi-centre cross-sectional study was conducted. The scale was administered to a sample of 266 undergraduate nursing students from two Italian universities after attending a medium- and high-fidelity simulation session in November 2022 and March 2023. Cronbach's alpha coefficient and item-total correlation were sorted out to assess internal consistency and reliability. The test-retest method was used as a measure of scale stability over time as well as the confirmatory factor analysis to verify construct validity. Results: The Cronbach's alpha value was 0.94 for the overall scale, indicating excellent reliability, and it was 0.84 or higher for each subscales, indicating good reliability. A large correlation coefficient of 0.60 or higher was found between each item and its subscale and between each item and the overall scale score. A medium test-retest correlation coefficient was found for most items (r > 0.30). The confirmatory factor analysis confirmed the factorial structure found in the original study. Conclusions: Satisfaction is an important teaching and learning quality indicator along with the achievement of learning outcomes in simulation. The Satisfaction with Simulation Experience - Italian Version scale showed good reliability and validity; therefore, it could be a useful tool to assess simulation impact in Italian nursing students. The extensive utilization of the Satisfaction with Simulation Experience scale, along with its various validated versions, could facilitate assessing satisfaction in simulation across diverse contexts and enable comparisons of findings across studies in different countries.

Background: interprofessional simulation appears to be effective training for nursing students, yet many questions remain about its feasibility, acceptability and efficacy in improving students’ collaborative attitudes. Study design and participants: the aim of this quasi-experimental study, with a mixed-methods approach, was to evaluate changes in interprofessional collaborative attitudes after a training session based on an interprofessional high-fidelity patient simulation (IHFPS). The sample was composed of students attending the 2nd and 3rd year of the Nursing Degree Program and residents of the Anaesthesia Residency Program at University of Modena and Reggio Emilia in 2019. Methods: nursing students and residents were grouped into small interprofessional teams and participated in an IHFPS focused on acute care. To measure interprofessional collaboration attitude, the Jefferson Scale of Attitudes toward Physician-Nurse Collaboration (JSAPNC) and the Readiness for Interprofessional Learning Scale (RIPLS) were administered to nursing students. They completed a post-test to investigate their satisfaction with IHFPS and they replied to open-ended statements. Results and conclusions: 204 nursing students completed both the pre- and post-test surveys. Our results suggested that an IHFPS, with small teams of nursing students and residents, improved interprofessional collaborative attitudes of nursing students. We reported a statistically significant improvement in three factors of JSAPNC and in the RIPLS, which showed the positive effects of this experience on many collaborative skills. The students expressed high satisfaction with the training conducted in a realistic and safe setting, which improved their awareness of working in an effective multidisciplinary team.