scholarly journals Turkish Adaptation of the Undergraduate Nursing Students’ Academic Satisfaction Scale

2020 ◽  
Author(s):  
Nilgün Göktepe ◽  
Arzu Kader Harmancı Seren ◽  
Emine Türkmen
Keyword(s):  
Nursing Students ◽  
Satisfaction Scale ◽  
Undergraduate Nursing Students ◽  
Academic Satisfaction ◽  
Undergraduate Nursing

Translation and Psychometric Evaluation of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS)

2021 ◽  
pp. JNM-D-20-00068
Author(s):  
Pardis Rahmatpour ◽  
Hamid Sharif Nia ◽  
Mansoureh Ashghali Farahani ◽  
Kelly A. Allen
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Nursing Student ◽  
Validity And Reliability ◽  
Satisfaction Scale ◽  
Undergraduate Nursing Students ◽  
Academic Satisfaction ◽  
Persian Version ◽  
Undergraduate Nursing ◽  
Undergraduate Nursing Student

Background and PurposeMeasuring student satisfaction among nursing students is necessary for academic institute. This study aimed to validate and measure the reliability of the Persian version of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS).MethodsThis study was conducted on 437 undergraduate nursing students from September to December 2019. Face, content, construct validity (exploratory and confirmatory factor analysis), and reliability of the UNSASS were assessed.ResultsThe results of exploratory factor analysis showed that the Persian version of the UNSASS was composed of three factors: university, clinical, and faculty, which explained 41.77% of the overall variance.ConclusionsThe research revealed that the Persian version of the UNSASS has acceptable validity and reliability, which can be used to measure the academic satisfaction of undergraduate nursing students.

scholarly journals Satisfaction with academic experience among undergraduate nursing students

2015 ◽  
Vol 24 (1) ◽  
pp. 187-195 ◽  
Author(s):  
Aline Marcelino Ramos ◽  
Jamila Geri Tomaschewski Barlem ◽  
Valéria Lerch Lunardi ◽  
Edison Luiz Devos Barlem ◽  
Rosemary Silva da Silveira ◽  
...  
Keyword(s):  
Nursing Students ◽  
Linear Regression Analysis ◽  
Leisure Activities ◽  
Public University ◽  
Descriptive Statistics ◽  
Academic Experience ◽  
Southern Brazil ◽  
Satisfaction Scale ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

To analyze satisfaction with the academic experience and its relationship with sociodemographic variables among undergraduate nursing students from a public university in southern Brazil. Quantitative study, conducted with 170 students with the application of the Academic Experience Satisfaction Scale. Descriptive statistics, analysis of variance and linear regression analysis were used for data analysis. Students were neither satisfied nor dissatisfied with the course or with the institution and the opportunity of development. The aspect "satisfaction with the course" obtained the highest mean; younger students who carried out leisure activities had greater satisfaction with the course and with the opportunity of development. It is expected that learning the possible satisfaction or dissatisfaction of students can contribute to the development of strategies aimed at qualifying students' learning.

scholarly journals Translation and First Pilot Validation Study of the “Undergraduate Nursing Student Academic Satisfaction Scale” Questionnaire to the Spanish Context

2021 ◽  
Vol 18 (2) ◽  
pp. 423
Author(s):  
María Dolores Guerra-Martín ◽  
Alejandro Cano-Orihuela ◽  
Raúl Martos-García ◽  
José Antonio Ponce-Blandón
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Cross Sectional Study ◽  
Satisfaction Scale ◽  
Cross Sectional ◽  
Academic Satisfaction ◽  
Undergraduate Nursing ◽  
Total Satisfaction ◽  
And Gender ◽  
Undergraduate Nursing Student

Satisfaction helps nursing students to develop skills and improve their academic performance, hence the importance of assessing it by means of a reliable instrument. The objective was to translate and culturally adapt the “Undergraduate Nursing Student Academic Satisfaction Scale” (UNSASS) instrument to the Spanish context. A cross-sectional study was conducted with a representative sample of 354 fourth-year nursing students from University of Seville, Seville, Spain. The validation process was carried out in five phases as follows: direct translation, synthesis of the translations, back translation, consolidation by a panel of experts, and pilot test with nursing students. After two rounds among two expert committees, the Content Validity Index (CVI) varied from 0.85 to 1, obtaining a CVI above 0.8 with the global questionnaire. A scale composed of 48 items and 4 subscales was obtained, resulting in a Cronbach’s α coefficient of 0.96. Within the subscales, this coefficient varied between 0.92 and 0.94. No statistically significant differences were found between the total satisfaction of the scale and gender and teaching unit. An inversely proportional relationship was found between the age and the “Support & Resources” scale. The “Escala de Satisfacción Académica del Estudiante de Enfermería” (ESAEE) scale was obtained, translated, and adapted to the Spanish context from the UNSASS scale, with satisfactory consistency and validity.

Development and Psychometric Assessment of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS)

2012 ◽  
Vol 20 (2) ◽  
pp. 75-89 ◽  
Author(s):  
Susan Dennison ◽  
Maher M. El-Masri
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Self Report ◽  
Satisfaction Scale ◽  
Convenience Sample ◽  
Academic Satisfaction ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Distinct Factor ◽  
Undergraduate Nursing Student

Background and Purpose: To examine the psychometric properties of a newly developed instrument: The Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS). Methods: A self-report test–retest questionnaire was administered to a convenience sample of 313 students enrolled in Bachelor of Science in Nursing (BScN) program in Ontario, Canada. Results: The psychometric analysis yielded a 48-item multidimensional instrument. Validity testing revealed a content validity index (CVI) of .83. Factor analysis suggested a four-dimension scale with distinct factor loadings that all exceeded .4 and explained 50% of the variance. The scale had an overall Cronbach’s alpha coefficient of .96 and a test–retest correlation coefficient of .88, indicating a highly reliable instrument. Conclusions: The newly developed instrument provides a tool to comprehensively measure the satisfaction of nursing students with the academic aspects of their nursing programs.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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