Development and psychometric testing of learning immersion scale in clinical simulation: A methodological study.

Background: Immersion during clinical simulation has been suggested to be important for learning effects. However, no valid and reliable instruments have been available for measuring the learner's immersion during simulation experience.

Objective: To develop a Learning Immersion Scale in Simulation (LISS) and evaluate its psychometric properties.

Methods: A methodological study design was employed to develop and validate the instrument. Methods: Two universities in South Korea. Methods: A convenience sample of 204 nursing students. Methods: A literature review and a focus group interview were conducted to determine the properties of learning immersion during simulation experience. Content validity was assessed by a panel of 10 experts. Nursing students who participated in high-fidelity patient simulation (n = 204) were asked to complete the preliminary LISS, after which Students Satisfaction and Self-Confidence in Learning Scale and Learning Flow Scale for Adults were administered for assessing the convergent and criterion validity. Data were analyzed using exploratory factor analyses, Pearson's correlation, and Cronbach's alpha.

Results: Exploratory factor analyses extracted a four-factor solution, explaining 65.2% of the total variance. The convergent and criterion validity and internal consistency and half reliability were satisfied.

Conclusions: The LISS is a short multi-dimensional instrument with good psychometric validity and reliability that has potential utility for clinical simulation education and research.