Table 2.
Factor loadings of the modified ESSAF-scale and correlation matrix
| N = 425 | F1 | F2 | F3 | F4 | F5 | F6 |
|---|---|---|---|---|---|---|
| V9. Simulation will help me to establish priorities for action in clinical situations. | 0.960 | 0.050 | -0.304 | -0.303 | 0.030 | -0.235 |
| V15. Simulation enables effective patient care planning | 0.739 | -0.038 | 0.103 | 0.007 | -0.035 | 0.101 |
| V19. This experience will help me to prioritize care | 0.714 | 0.078 | -0.091 | -0.064 | -0.098 | 0.021 |
| V10. Simulation will improve my ability to provide care to my patients. | 0.648 | 0.014 | -0.142 | -0.042 | 0.285 | -0.084 |
| V14. Simulation is beneficial because it relates theory to practice. | 0.635 | 0.125 | 0.189 | 0.032 | -0.085 | 0.109 |
| V16. Simulation will improve my technical skills | 0.563 | -0.155 | 0.013 | 0.201 | 0.263 | -0.127 |
| V29. Debriefing helps to correct mistakes | 0.078 | 0.834 | 0.072 | 0.150 | 0.117 | -0.123 |
| V28. Debriefing allows for reflection on cases | 0.265 | 0.740 | 0.382 | -0.035 | -0.036 | 0.003 |
| V27. The teacher always gives constructive feedback after each simulation session | -0.341 | 0.529 | 0.044 | -0.058 | 0.405 | -0.085 |
| V2. The objectives of the simulation of the cases are clear | -0.126 | 0.132 | 0.566 | -0.138 | 0.406 | -0.100 |
| V1. The simulation classrooms where the cases take place are real | -0.103 | -0.033 | 0.564 | -0,007 | 0.172 | -0.143 |
| V7. Simulation is useful for assessing a patient’s clinical situation | 0.218 | 0.002 | 0.445 | 0.062 | 0.107 | -0.164 |
| V18. Simulation will help me to assess the patient’s condition | 0.300 | -0.117 | 0.436 | 0.241 | -0.002 | 0.065 |
| V12. Simulation will improve the ability to work with the equipment | -0.215 | 0.141 | -0.101 | 0.998 | 0.155 | 0.111 |
| V17. The simulation will reinforce my critical thinking and decision making | 0.325 | -0.200 | 0.091 | 0.621 | 0.053 | -0.125 |
| V21- Simulation improves communication with the team | 0.076 | 0.135 | 0.018 | 0,557 | 0.088 | 0.025 |
| V11. The simulation will make me reflect on my next clinical practice | 0.275 | -0.003 | -0.085 | 0.481 | 0.166 | -0.198 |
| V31. Simulation will allow me to learn from the mistakes I have made | 0.089 | 0.108 | -0.061 | − 0.201 | 0.864 | 0.003 |
| V24. Simulation will increase my safety | -0.230 | -0.006 | -0.022 | 0.189 | 0.639 | 0.019 |
| V32. Simulation is useful in practice | 0.330 | -0.058 | -0.007 | -0.059 | 0.628 | 0.033 |
| V20. Simulation promotes self-confidence | -0.116 | -0.086 | 0.119 | 0.181 | 0.601 | 0.016 |
| V26. Simulation will improve my clinical competence | 0.167 | -0.003 | -0.073 | -0.029 | 0.595 | 0.137 |
| V33. With these sessions I will meet the expected learning outcomes | 0.172 | 0.053 | 0.058 | 0.062 | 0.490 | 0.055 |
| V23. Improved communication with the patient | -0.077 | 0.052 | -0.067 | 0.195 | 0.118 | 0.710 |
| V22. Improved communication with the family | 0.083 | -0.072 | 0.032 | 0.085 | -0.015 | 0.643 |
|
Matrix determinant = 0.000002517365237 Bartlett’s Test of Sphericity = 5361.0 (df = 300; p < 0.001) Kaiser-Meyer-Olkin (KMO) test = 0.93810 (very good) % Explained variance = 66.52% Goodness-of-fit indicators: • Root Mean Square Error of Approximation (RMSEA) = 0.023; Good fit if < 0.05 • Non-Normed Fit Index (NNFI; Tucker & Lewis) = 0.996 • Comparative Fit Index (CFI) = 0.998; (> 0.990: excellent) • Goodness of Fit Index (GFI) = 0.991 • Adjusted Goodness of Fit Index (AGFI) = 0.9678 Root Mean Square of Residuals (RMSR) = 0.0596; Expected mean value of RMSR for an acceptable model = 0.0836 (Kelley’s criterion) [33]. | ||||||