Construct validity and reliability of the Spanish version of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS)

Background Currently, there is no gold standard scale for assessing academic satisfaction among undergraduate nursing students. The aim of this study was to evaluate the construct-structural validity and reliability of the Spanish version of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS), as well as to assess the academic satisfaction of undergraduate nursing students at the University of Las Palmas de Gran Canaria (ULPGC). Methods A cross-sectional study was conducted among nursing students at ULPGC, Spain. Model fit indicators were examined using confirmatory factor analysis (CFA) for both the original four-factor model and a unidimensional model. Additionally, a new three-factor model was tested through exploratory factor analysis (EFA). Internal consistency reliability was evaluated. Bivariate analysis was performed using chi-square, U-Mann-Whitney, and Kruskal-Wallis tests. For each association, effect sizes were calculated using biserial rank correlation and Kelley’s squared Epsilon measure. Descriptive and inferential analyses (p < 0.05) were performed using Jamovi (v.2.3.28). Factor analysis and model reliability were carried out using FACTOR© (Release 12.06.08, x64). The study was approved by the Research Ethics Committee (No. 2023-499-1). Results A total of 226 students participated (n = 226), showing a high level of satisfaction (M = 163.30 [156.70–163.90]; SD = 27.24). Sample adequacy for factor analysis was excellent (KMO = 0.925 [95%CI: 0.868–0.932]; Bartlett’s test: p < 0.001). The unidimensional model showed poor fit (RMSEA = 0.100 [95%CI: 0.094–0.101]). The three-factor model yielded RMSEA = 0.050 [95%CI: 0.047–0.050] and the four-factor model RMSEA = 0.049 [95%CI: 0.047–0.051]; however, the three-factor model was closer to Kelley’s criterion (RMSR = 0.0533 [95%CI: 0.053–0.053], expected RMSR = 0.066). Internal consistency reliability was excellent for the three-factor model (F1: α = 0.948, ω = 0.949; F2: α = 0.910, ω = 0.911; F3: α = 0.900, ω = 0.899) and good for the four-factor model (F1: α = 0.905, ω = 0.906; F2: α = 0.948, ω = 0.949; F3: α = 0.897, ω = 0.897; F4: α = 0.718, ω = 0.610). Conclusions The Spanish version of the UNSASS scale demonstrated multidimensionality, with the three-factor model showing a better fit and excellent internal consistency. ULPGC students reported high levels of satisfaction, with “Clinical Teaching” being the most highly rated factor.