Simulation acceptance scale (SAS): A validity and reliability study

Abstract

A review of literature reveals serious problems in the validity and reliability of the measurement tools used in simulation technology acceptance studies conducted in the context of various technology acceptance models. To address this gap in literature, this study proposes a measurement tool that will allow a valid and reliable measurement of students' acceptance levels. The study was conducted in the 2017-2018 academic year and involved a group of 409 health sciences students. Exploratory factor analysis (EFA) was conducted to examine the construct validity of the conclusions based on gathered measurements. At the end of the EFA, a construct with a single factor and 24 items which explained 54.87 percent of the total variance was obtained. Based on the findings of the research, it was concluded that simulation acceptance scale produced from the EFA could be used for valid and reliable measurements regarding the general acceptance of simulation technologies by the health sciences students. Implications for practice or policy: • The SAS can be used to produce valid and reliable measurements regarding the general acceptance of simulation technologies by students studying health sciences. • Educators may need to consider students' simulation acceptance levels before a simulation course.