Abstract
Background:
In nursing simulation education, learning outcomes are essential for maintaining educational quality. Assessing both clinical competencies and the processes by which these outcomes are achieved can strengthen the learning feedback loop and enhance instructional effectiveness.
Purpose:
This study aimed to examine the reliability and validity of the Korean version of the Clinical Competency Evaluation Instrument (C-CEI) for assessing nursing students’ clinical competency in simulation-based learning.
Methods:
The Korean translation was conducted in the following order: forward translation, back-translation by an expert panel, pretesting and cognitive interviews, and finalization, following WHO guidelines. The reliability of the final translated Korean C-CEI was verified through a self-report survey of 230 nursing students who had completed simulation classes in the previous semester. Criterion validity was verified by examining correlations with evidence-based practice (EBP) competencies, and construct validity was verified using confirmatory factor analysis.
Results:
The Korean version of the C-CEI demonstrated high internal consistency, with a Cronbach’s alpha of 0.97. The correlation coefficient between the C-CEI and the EBP competencies was 0.75, supporting criterion validity. Notably, the clinical judgment subscale of the C-CEI showed the strongest correlation with EBP competencies. Confirmatory factor analysis indicated acceptable model fit indices.
Conclusion:
The Korean C-CEI may be a useful tool for assessing nursing students’ evidence-based clinical competencies, even also as a self-report tool, in simulation-based learning. Incorporated assessments of clinical competencies in nursing simulation may enhance educational outcomes and strengthen the feedback process for learners.
Keywords
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