AIM The aim of this study was to create a valid, reliable tool to explore learner perspectives on skills-based training (SBT) activities. BACKGROUND Despite SBT being a core element of health care professional degree programs, no valid, reliable tool exists to collect learner feedback on SBT activities. Feedback is important for quality improvement and learner engagement. METHOD Four expert nurse educators developed and validated the SBT Evaluation Tool to address learners’ experiences with SBT activities. The tool was piloted at two universities with 231 pre- and post-licensure nursing and physician assistant students. RESULTS Four factors that explained 68.7 percent of total variance emerged from principal components analysis: skill acquisition support, learning environment effectiveness, instructional clarity, and assessment conditions. Kaiser–Meyer–Olkin measure of sampling adequacy was acceptable at.791; Cronbach’s alpha was.849. CONCLUSION The SBT Evaluation Tool provides reliable feedback regarding how learners perceive the structure and effectiveness of SBT activities.
Wands et al. (Thu,) studied this question.