An exploration of the structure of mentors' behavior in nursing education using exploratory factor analysis and Mokken scale analysis

In this study we assessed the regulatory emotional self-efficacy (RESE) of Chinese college students by collecting documentary resources and consulting relevant scales. The participants in the study were 927 college students from the provinces of Jiangsu, Guangdong, Anhui, and Gansu. Exploratory factor analysis and confirmatory factor analysis were both applied in the scale analysis. The RESE scale of Chinese college students consisted of perceived self-efficacy in managing inferiority, happiness or contentment, envy, dread and fear, self-confidence, curiosity, and reliance. The cross-validity of the scale was satisfied.

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Non-technical skills assessment scale in nursing: construction, development and validation

Revista Latino-Americana de Enfermagem ◽

10.1590/1518-8345.2383.3042 ◽

2018 ◽

Vol 26 (0) ◽

Author(s):

Sara Martins Pereira Pires ◽

Sara Otília Marques Monteiro ◽

Anabela Maria Sousa Pereira ◽

Joana Novaes Machado Stocker ◽

Daniela de Mascarenhas Chaló ◽

...

Keyword(s):

Factor Analysis ◽

Nursing Education ◽

Exploratory Factor Analysis ◽

Undergraduate Students ◽

Technical Skills ◽

Skills Training ◽

Assessment Scale ◽

Skills Assessment ◽

Response Options ◽

Technical Skills Assessment

ABSTRACT The introduction of non-technical skills during nursing education is crucial to prepare nurses for the clinical context and increase patient safety. We found no instrument developed for this purpose. Objectives: to construct, develop and validate a non-technical skills assessment scale in nursing. Method: methodological research. Based on the literature review and experience of researchers on non-technical skills in healthcare and the knowledge of the principles of crisis resource management, a list of 63 items with a five-point Likert scale was constructed. The scale was applied to 177 nursing undergraduate students. Descriptive statistics, correlations, internal consistency analysis and exploratory factor analysis were performed to evaluate the psychometric properties of the scale. Results: scale items presented similar values for mean and median. The maximum and the minimum values presented a good distribution amongst all response options. Most items presented a significant and positive relationship. Cronbach alpha presented a good value (0.94), and most correlations were significant and positive. Exploratory factor analysis using the Kaiser-Meyer-Olkin test showed a value of 0.849, and the Bartlett’s test showed adequate sphericity values (χ2=6483.998; p=0.000). One-factor model explained 26% of the total variance. Conclusion: non-technical skills training and its measurement could be included in undergraduate or postgraduate courses in healthcare professions, or even be used to ascertain needs and improvements in healthcare contexts.

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Exploratory factor analysis of the Just Culture Assessment Tool for nursing education

Journal of Research in Nursing ◽

10.1177/1744987120951589 ◽

2020 ◽

pp. 174498712095158

Author(s):

Danielle Walker ◽

Lora Hromadik ◽

Gerry Altmiller ◽

Nina Barkell ◽

Rebecca Toothaker ◽

...

Keyword(s):

Factor Analysis ◽

Nursing Education ◽

Nursing Students ◽

Exploratory Factor Analysis ◽

Assessment Tool ◽

Validity And Reliability ◽

Good Reliability ◽

Reliability Factor ◽

Just Culture ◽

Vital Component

Background Just culture has been identified as a vital component of safety culture by national and international organisations. In a just culture, emphasis is not placed on blaming individuals for errors but rather on examining personal and system processes that can best support safety and prevent reoccurrence. Although those in the practice arena have worked to implement the concepts of just culture, the same is not true in nursing education, leaving nursing students lacking the pre-requisite knowledge, skills and attitudes to implement just culture in practice on graduation. Aims Assessment of this phenomena is the essential first step to align nursing education with practice in promoting just culture as a mechanism for patient safety. The purpose of this paper is to further refine the Just Culture Assessment Tool-Nursing Education through exploratory factor analysis. Methods The Just Culture Assessment Tool-Nursing Education was adapted from the Just Culture Assessment Tool, an instrument created for the practice setting. Validity and reliability were established for the Just Culture Assessment Tool-Nursing Education in a study of 800 nursing students to assess their perceptions and understanding of just culture with their nursing programmes. Using the previously conducted data, an exploratory factor analysis was conducted. Results Factor analysis supports six subscales, similar to that of the Just Culture Assessment Tool. However, individual items were loaded into different subscales. All subscales demonstrated good reliability. Factor analysis supported further refinement of two items to improve the instrument’s ability to capture data. Conclusions Perceptions of just culture differ between experienced providers and nursing students; nursing students have less experience with reporting errors. Factor analysis of Just Culture Assessment Tool-Nursing Education items demonstrated these differences, supporting modification of items by the instrument developers. An ‘if’ statement for students to consider their possible actions rather than experience was added to two items to better capture data from nursing students when completing the assessment.

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Nursing Educational Motivation and Barriers Inventory

Journal of Nursing Measurement ◽

10.1891/1061-3749.23.1.168 ◽

2015 ◽

Vol 23 (1) ◽

pp. 168-178 ◽

Cited By ~ 1

Author(s):

Majed Alamri ◽

Nancy Sharts-Hopko

Keyword(s):

Factor Analysis ◽

Nursing Education ◽

Exploratory Factor Analysis ◽

Return To School ◽

Pilot Test ◽

Content Validation ◽

Reliable Tool ◽

Educational Motivation ◽

Back Translation ◽

Arabic Speaking

Background and Purpose: The major purposes of the study are revision of the Nursing Educational Motivation and Barriers Inventory (NEMBI) and translation of it into Arabic. Methods: NEMBI was translated into Arabic, then back-translated to ensure the accuracy of the translation. The translation and back-translation of NEMBI were accurate and identical. A panel of experts provided content validation. Reliability was evaluated in a pilot test. For the larger study, 158 Saudi nurses completed the NEMBI. Results: Exploratory factor analysis yielded 8 factors. NEMBI is a valid and reliable tool for use in Arabic-speaking populations. Conclusion: As nursing education is transformed in Arabic-speaking norms, this tool provides a valid and reliable means for examining motivational factors that influence nurses’ decision to return to school to advance their education.

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Development, Psychometric Testing, and Use of a Disaster Nursing Competency Scale in Iran: A Mixed Methods Study

Disaster Medicine and Public Health Preparedness ◽

10.1017/dmp.2021.197 ◽

2021 ◽

pp. 1-6

Author(s):

Fatemeh Aliakbari ◽

Fereshteh Aein ◽

Masoud Bahrami ◽

Paul Arbon

Keyword(s):

Factor Analysis ◽

Nursing Education ◽

Mixed Methods ◽

Exploratory Factor Analysis ◽

Disaster Response ◽

Qualitative Data ◽

Psychometric Testing ◽

Mixed Methods Study ◽

Quantitative Phase ◽

Response And Recovery

Abstract Nurses play an important role during disaster response and recovery. Few tools are available to assess the relative competence of nurses in disaster. This study aimed to develop, test, and evaluate a disaster nursing competency scale. This was an exploratory mixed methods study. In the qualitative phase, 35 Iranian nurses and managers with experience in disaster relief were asked about the skills they need to respond effectively to a disaster event. From the qualitative data, a 50-item questionnaire was developed. In the quantitative phase, exploratory factor analysis was conducted with 400 samples followed by a test-retest reliability assessment with 30 nurses. The developed and validated instrument was applied to 200 nurses in Iran to assess their competency. From content analysis of the qualitative data, 5 main themes emerged. In the quantitative phase, exploratory factor analysis loaded 50 items into 4 domains named management, legal and ethical, specific personal, and technical competence. Use of the tool showed that nurses estimated their competence overall at 70.28%. Findings demonstrate the necessity for new domains in disaster nursing competencies; which may be applicable as a useful tool and guideline to improve nursing education and practice.

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Measuring Impact of Stress in Sandwich Generation Caring for Demented Parents

GeroPsych ◽

10.1024/1662-9647/a000114 ◽

2014 ◽

Vol 27 (4) ◽

pp. 171-179 ◽

Cited By ~ 6

Author(s):

Laurence M. Solberg ◽

Lauren B. Solberg ◽

Emily N. Peterson

Keyword(s):

Factor Analysis ◽

Exploratory Factor Analysis ◽

Social Worker ◽

Resource Availability ◽

Well Being ◽

Sandwich Generation ◽

Item Questionnaire ◽

Significant Difference ◽

Adult Caregivers ◽

The Impact

Stress in caregivers may affect the healthcare recipients receive. We examined the impact of stress experienced by 45 adult caregivers of their elderly demented parents. The participants completed a 32-item questionnaire about the impact of experienced stress. The questionnaire also asked about interventions that might help to reduce the impact of stress. After exploratory factor analysis, we reduced the 32-item questionnaire to 13 items. Results indicated that caregivers experienced stress, anxiety, and sadness. Also, emotional, but not financial or professional, well-being was significantly impacted. There was no significant difference between the impact of caregiver stress on members from the sandwich generation and those from the nonsandwich generation. Meeting with a social worker for resource availability was identified most frequently as a potentially helpful intervention for coping with the impact of stress.

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