A Student Assessment Tool for Standardized Patient Simulations (SAT-SPS): Psychometric analysis

作者：Castro Yuste Cristina; Jose Garcia Cabanillas Maria; Jesus Rodriguez Cornejo Maria; Carnicer Puentes Concepcion; Paloma Castro Olga; Javier Moreno Corral Luis

来源：Nurse Education Today, 2018, 64: 79-84.

DOI：10.1016/j.nedt.2018.02.005

• Student assessment tool
• Clinical competence
• Nursing education
• Psychometric analysis
• Standardized patient
• Assessing clinical competence

Background The evaluation of the level of clinical competence acquired by the student is a complex process that must meet various requirements to ensure its quality. The psychometric analysis of the data collected by the assessment tools used is a fundamental aspect to guarantee the student's competence level.
Aim: To conduct a psychometric analysis of an instrument which assesses clinical competence in nursing students at simulation stations with standardized patients in OSCE-format tests.
Method: The construct of clinical competence was operationalized as a set of observable and measurable behaviors, measured by the newly-created Student Assessment Tool for Standardized Patient Simulations (SAT-SPS), which was comprised of 27 items. The categories assigned to the items were 'incorrect or not performed' (0), 'acceptable' (1), and 'correct' (2).
Participants: 499 nursing students. Data were collected by two independent observers during the assessment of the students' performance at a four-station OSCE with standardized patients.
Descriptive statistics were used to summarize the variables. The difficulty levels and floor and ceiling effects were determined for each item. Reliability was analyzed using internal consistency and inter-observer reliability. The validity analysis was performed considering face validity, content and construct validity (through exploratory factor analysis), and criterion validity.
Results: Internal reliability and inter-observer reliability were higher than 0.80.
The construct validity analysis suggested a three-factor model accounting for 37.1% of the variance. These three factors were named 'Nursing process', 'Communication skills', and 'Safe practice'. A significant correlation was found between the scores obtained and the students' grades in general, as well as with the grades obtained in subjects with clinical content.
Conclusions: The assessment tool has proven to be sufficiently reliable and valid for the assessment of the clinical competence of nursing students using standardized patients. This tool has three main components: the nursing process, communication skills, and safety management.

• 出版日期2018-5