Virtual Game Simulation in Patient Safety

Primary outcomes

1. Structured Student Information Form

   Time frame: one month

   The structured student information form, developed by the researcher in line with literature knowledge, includes a total of 13 questions on topics such as students' age, gender, etc.

2. Modified Simulation Effectiveness Tool

   Time frame: one month

   The measurement tool for students' perceptions of the effectiveness of learning in a simulation environment was designed for self-reporting. The measurement tool has 19 items and four sub-dimensions. It is a 3-point Likert-type scale where the items are scored from 1 to 3. Scored as 1 - "Disagree", 2 - "Partially Agree", 3 - "Strongly Agree". The Cronbach Alpha internal consistency coefficient of the measurement tool is 0.93; the Cronbach Alpha coefficients of its sub-dimensions are 0.83, 0.85, 0.91 and 0.90, respectively. The total score is obtained by summing up all sub-dimension scores.

3. Simulation Design Scale

   Time frame: one month

   The scale consists of 20 items and five subscales: "Goals and Information", "Support", "Problem Solving", "Feedback/Guided Reflection", and "Authenticity". The scale consists of two parts. The first part measures whether the best simulation design elements were applied in the simulation application. This section includes the statements "Strongly Disagree", "Disagree", "Undecided", "Agree", "Strongly Agree", and "Not Appropriate". The second part measures how important the simulation application is for the students. This section includes the statements "Not Important", "Partially Important", "Undecided", "Important", and "Very Important". Cronbach's Alpha values for the subheadings vary between 0.73 and 0.86. The score range is determined as 1 point being the lowest and 5 points being the highest. The scale is scored by dividing the total score given to the answers by the number of items.

4. Student Satisfaction and Learning Self-Confidence Scale

   Time frame: one month

   It consists of two sub-dimensions, "satisfaction with learning" and "self-confidence", and a total of 13 items. The 13th item in the scale is reverse coded. The answer options are 5= Strongly agree, 4= Agree, 3= Undecided: Neither agree nor disagree, 2= Disagree, 1= Strongly disagree. The score is obtained from the sum of the items in the scale. The highest score that can be obtained from the scale is 65, the lowest score is 13. The internal consistency coefficient of the scale was found to be 0.94.

5. Medical Error Scale for Nursing Students

   Time frame: one month

   The scale was prepared in a 5-point Likert type consisting of 36 items and 7 sub-dimensions, evaluated as always (5), usually (4), sometimes (3), rarely (2), never (1). The total score range of the scale is between 36 and 180. Scores close to 180 on the scale indicate that student nurses are controlled or careful regarding medical errors, while scores close to 36 indicate that student nurses are not controlled regarding medical errors or may make medical errors.

6. Attitude Scale on Medical Errors

   Time frame: one month

   The scale consists of 16 items and 3 sub-dimensions. The aim of the scale is to examine the attitudes of healthcare professionals towards medical errors. It has 3 sub-headings: medical error perception (2 items), medical error approach (7 items), and reasons for medical errors (7 items). The scale is a five-point Likert-type scale. The scores of the answers to the items range from (1) I completely disagree to (5) I completely agree. Questions 10 and 13 under the sub-heading of medical error approach are reverse scored. The cut-off point of the scale is determined as 3. In the scale calculation, the total scale score is obtained by dividing the scale item number. In the sub-dimension calculation, the total score of the sub-dimension is divided by the number of items related to the relevant sub-dimension. The obtained score is between 1 and 5.