Psychometric Evaluation of the Thai Version of the Debriefing Experience Scale among Nursing Students: A Cross-Sectional Study

Abstract

Debriefing is a central component of simulation-based learning and is commonly evaluated using standardized instruments such as the Debriefing Experience Scale. Despite the growing adoption of simulation-based learning in Thai nursing education, no standardized Thai-language instrument currently exists to evaluate students' debriefing experiences, limiting educators' ability to measure debriefing quality within this context accurately. This study aimed to translate and psychometrically evaluate the Thai version of the Debriefing Experience Scale among 200 nursing students from five nursing faculties across Thailand. The instrument was translated using forward and backward translation. Exploratory and confirmatory factor analyses were used to assess the structural validity of the instrument, separately evaluating its experience and importance dimensions. The psychometric properties were verified using established fit indices, convergent validity, composite reliability, and internal consistency Cronbach's alpha. Exploratory factor analysis identified a two-component structure for both dimensions. For the Experience dimension, the components were Learning and Making Connections and Facilitator Skill and Guidance for Analyzing Thoughts and Conducting the Debriefing. For the Importance dimension, the components were Learning and Analyzing Thoughts and Feelings and Facilitator Skill and Guidance in Conducting the Debriefing. Subsequent confirmatory factor analysis supported this two-factor model, demonstrating fit indices within acceptable ranges. Furthermore, the instrument met the recommended psychometric criteria, including internal consistency and convergent validity, confirming a well-fitting structure consistent with the underlying theoretical domains of debriefing. The instrument provides nursing educators with a culturally adapted tool for evaluating students' debriefing experiences, supporting ongoing improvement in simulation teaching practices and faculty development. Although the findings supported a two-factor structure representing students' experiences of debriefing and the perceived importance of debriefing, additional validity testing, including convergent, discriminant, and predictive validity, is recommended in future research.