Simulation effectiveness tool modified (SET-M): adaptation and validation for Brazil.
Ellen Cristina Bergamasco, Diná de Almeida Lopes Monteiro da Cruz
PMID 34190938WHAT IT FOUND
The SET-M tool was adapted for Brazil and shows acceptable reliability for measuring how students perceive simulation effectiveness.
However, it failed to correlate with actual practical skills assessments, so it measures student confidence rather than clinical competence.
Key findings
01The adapted Brazilian version of the SET-M demonstrated satisfactory internal consistency across its four domains, with Cronbach’s alpha values ranging from 0.758 to 0.874.
02Scores on the SET-M did not correlate significantly with performance on an Individual Practical Assessment, suggesting the tool measures perceived effectiveness rather than objective skill acquisition.
03Students who actively participated as volunteers in simulations reported higher effectiveness scores than observers, although both groups generally perceived the simulation as effective.
STILL TO COME
How it was doneWhat they foundWhat it means for RNs
Read the rest of this summary
You get three full summaries a month, free, and we do not ask for a card. Search, the TL;DRs and your library stay unlimited either way.
What it does not show
Criterion validity was assessed on a very small sample of 21 students, making the lack of correlation with practical skills inconclusive. The study was conducted at a single educational institution, which may limit the generalizability of the findings. Test-retest reliability was low for some domains, possibly due to the 30-day interval and small sample size for this specific analysis. The tool measures self-perception, which may not accurately reflect actual learning or clinical ability.
Declared interests
The study was financed in part by CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior), a Brazilian government agency for higher education personnel. No commercial conflicts of interest were declared.
The easy way to misread this
Do not assume that high SET-M scores indicate that students have acquired the necessary clinical skills. The study found no significant correlation between these perception scores and objective practical assessments, so the tool reflects confidence, not competence.