Innovating for Diverse Learners: Development of the Virtual Patient Simulation Learning Efficacy Scale (VPS-LES)

Abstract : Virtual patient simulation (VPS) is widely used as a training vehicle in nursing education. Research supports its effectiveness in increasing student knowledge, skill, and confidence (Foronda et al., 2020; Verkuyl & Hughes, 2019) yet no tool exists to measure student’s perception of the contribution VPS has on their learning.
The purpose of this study was to develop a content-validated instrument to measure student perceptions of how VPS contributes to developing knowledge, skills, and attitudes that support competent nursing practice.
The Virtual Patient Simulation Learning Efficacy Scale (VPS-LES) was developed from a sweeping conceptualization of the construct. Eleven nurse experts in patient simulation and VPS were recruited to review the items of the VPS-LES. The Content Validity Index (CVI) was used to quantify relevance at the item level as well as for the overall scale.
Two rounds of review yielded a 27-item instrument with all items having an item CVI of .83 or higher and a calculated scale CVI using the averaging method of .925. For each of the 27 items included in the final instrument, the modified kappa ranged from .81 to 1. The scale was tested with a convenience sample of 151 prelicensure and graduate level nursing students and found to have a reliability Cronbach’s alpha of .83.
The VPS-LES is an effective tool to measure student perceptions regarding VPS. The VPS-LES will support educators in understanding how VPS contributes to student learning as they work to create effective virtual patient scenarios to support competency in nursing students.