scholarly journals Testing a self-assessment tool for HP competencies with participants of training courses in Austria

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Lang
Keyword(s):  
Assessment Tool ◽  
Core Competencies ◽  
Empirical Studies ◽  
Reliability And Validity ◽  
International Standards ◽  
Online Questionnaire ◽  
Self Assessment ◽  
High Quality ◽  
Training Courses ◽  
Training Programmes

Abstract Background High quality health promotion (HP) depends on a competent workforce for which professional development programmes for practitioners are essential. The “CompHP Core Competencies Framework in HP” defines crucial competency domains but a recent review concluded that the implementation and use of the framework is lacking. The aim was to develop and validate a self-assessment tool for HP competencies, which should help evaluate training courses. Methods A brief self-assessment tool was employed in 2018 in Austria. 584 participants of 77 training courses submitted their post-course assessment (paper-pencil, RR = 78.1%). In addition, longitudinal data are available for 148 participants who filled in a pre-course online questionnaire. Measurement reliability and validity was tested by single factor, bifactor, multigroup, and multilevel CFA. A SEM proved for predictive and concurrent validity, controlling gender and age. Results A bifactor model (X2/df=3.69, RMSEA=.07, CFI=.95, sRMR=.07) showed superior results with a strong general CompHP factor (FL>.65, wH=.90, ECV=.85), configurally invariant for two training programmes. On course level, there was only minimal variance between trainings (ICC<.08). Structurally, there was a significant increase in HP competencies when comparing pre- and post-course measurements (b=.33, p<.01). Participants showed different levels of competencies due to prior knowledge (b=.38, p<.001) and course format (b=.16, p<.06). The total scale had good properties (m = 49.8, sd = 10.3, 95%-CI: 49.0-50.7) and discriminated between groups (eg by training length). Conclusions The results justify the creation of an overall scale to assess core HP competencies. It is recommended to use the scale for evaluating training courses. The work compensates for the lack of empirical studies on the CompHP concept and facilitates a broader empirical application of a uniform competency framework for HP in accordance with international standards in HP and public health. Key messages The self-assessment tool provides a good and compact foundation for assessing HP competencies. It provides a basis for holistic, high quality and sustainable capacity building or development in HP.

Developing and validating a self-assessment tool for health promotion competencies with training participants in Austria

2020 ◽  
Author(s):  
Gert Lang
Keyword(s):  
Professional Development ◽  
Health Promotion ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Assessment Tool ◽  
Workplace Health Promotion ◽  
Core Competencies ◽  
Background Information ◽  
Self Assessment ◽  
Training Courses

Abstract A key objective of health promotion capacity building and professional development programmes is to enhance competencies in the workforce or training participants. The goal of this study was to investigate and validate the psychometric properties of a recently developed self-assessment tool, based on ‘The CompHP core competencies framework for health promotion’, to establish whether it is suitable for evaluating training. The tool was employed in 2018 to evaluate two different programmes, with 584 participants submitting their assessment and evaluation of 77 different health promotion training courses in a paper and pencil questionnaire. Longitudinal data were available for 148 participants in the programme for workplace health promotion because they completed an online questionnaire beforehand. The reliability and validity of the assessment tool were tested in several confirmatory factor analyses and structural equation models. Structurally, there was a significant increase in health promotion competencies when comparing measurements before and after training. Furthermore, participants were shown to have different levels of competencies due to their prior knowledge, the format of the course or the professional development programme attended but not based on gender, age or sector. The results justify the creation of an overall scale to assess core health promotion competencies that are suitable for evaluating training courses. However, various methodological issues need to be considered in future applications including decisions about the design of the study (e.g. pre–post test, control groups), type of measurements (e.g. general and specific instrument, background information) and depth of analysis (e.g. confirmatory model and invariance testing).

New horizons: developing the novice infection control nurse through work-based learning and the new professional core competencies

2002 ◽  
Vol 3 (4) ◽  
pp. 16-20
Author(s):  
L Tew ◽  
D King ◽  
L Moore ◽  
D Meyers
Keyword(s):  
Infection Control ◽  
Assessment Tool ◽  
Core Competencies ◽  
Nurse Specialist ◽  
Educational Context ◽  
Practical Application ◽  
Self Assessment ◽  
Clinical Nurse ◽  
New Horizons ◽  
Infection Control Nurse

T his article aims to provide the reader with an example of using the professional core competencies for infection control nurses, together with the self-assessment tool, to provide a framework for the development of a trainee infection control nurse using the opportunities for work-based learning that present themselves as an integral part of this clinical nurse specialist role. The development of the competencies, the educational context and the practical application of this model are described.

scholarly journals Designing and Implementing the Objective Structured Clinical Examination in Anesthesiology

2014 ◽  
Vol 120 (1) ◽  
pp. 196-203 ◽  
Author(s):  
Maya Jalbout Hastie ◽  
Jessica L. Spellman ◽  
Parwane P. Pagano ◽  
Jonathan Hastie ◽  
Brian J. Egan
Keyword(s):  
Medical Education ◽  
Clinical Examination ◽  
Assessment Tool ◽  
Core Competencies ◽  
Objective Assessment ◽  
Reliability And Validity ◽  
The United States ◽  
Objective Structured Clinical Examination ◽  
Evaluation Tool ◽  
Current Application

Abstract Since its description in 1974, the Objective Structured Clinical Examination (OSCE) has gained popularity as an objective assessment tool of medical students, residents, and trainees. With the development of the anesthesiology residents’ milestones and the preparation for the Next Accreditation System, there is an increased interest in OSCE as an evaluation tool of the six core competencies and the corresponding milestones proposed by the Accreditation Council for Graduate Medical Education. In this article the authors review the history of OSCE and its current application in medical education and in different medical and surgical specialties. They also review the use of OSCE by anesthesiology programs and certification boards in the United States and internationally. In addition, they discuss the psychometrics of test design and implementation with emphasis on reliability and validity measures as they relate to OSCE.

scholarly journals Peer and Self-assessment of Professionalism in Undergraduate Medical Students at the University of Calgary

2011 ◽  
Vol 2 (2) ◽  
pp. e65-e72 ◽  
Author(s):  
Pauline Alakija ◽  
Jocelyn Lockyer
Keyword(s):  
Factor Analysis ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Reliability And Validity ◽  
Evidence Base ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Feedback Questionnaire ◽  
Discrepancy Analysis ◽  
And Gender

Background: Peer and self assessment processes are integral to the development of professional behaviours. The purpose of this study was to assess the Rochester Peer Assessment Tool (RPAT) among a group of volunteer first year students.Methods: We assessed feasibility through participation rates. The evidence for the validity of instrument scores was ascertained through an exploratory factor analysis, MANOVA to determine age and gender differences, and a discrepancy analysis between the self and peer data. Reliability analyses included the Cronbach's alpha analysis and G- and D-studies. Students completed a feedback questionnaire to provide data about acceptability.Results: Self and peer data were collected for 46 and 44 students, respectively. Each student had a mean of 7.2 peer assessments (out of a possible 8).  The factor analysis identified two factors, interpersonal skills and work study habits. The discrepancy analysis showed students in the lowest/highest quartiles, as assessed by peers, had higher/lower self means than peer means. The G-coefficient was Ep2 = 0.77. Student feedback was positive.Conclusions: RPAT was feasible in our setting, was acceptable to the students, and has been adopted as a mandatory part of our program for first and second year students. The study added to the evidence base for the reliability and validity of the RPAT instrument scores as a method of assessing professional behaviours.

A Systematic Review of Studies Using the Multidimensional Assessment of Fatigue Scale

2018 ◽  
Vol 26 (1) ◽  
pp. 36-74 ◽  
Author(s):  
Basia Belza ◽  
Christina E. Miyawaki ◽  
Minhui Liu ◽  
Suparb Aree-Ue ◽  
Melissa Fessel ◽  
...  
Keyword(s):  
Systematic Review ◽  
Assessment Tool ◽  
Empirical Studies ◽  
Reliability And Validity ◽  
Database Search ◽  
Fatigue Index ◽  
Multidimensional Assessment ◽  
The World ◽  
The Mean ◽  
Key Terms

Purpose:To review how the Multidimensional Assessment of Fatigue (MAF) has been used and evaluate its psychometric properties.Methods:We conducted a database search using “multidimensional assessment of fatigue” or “MAF” as key terms from 1993 to 2015, and located 102 studies.Results:Eighty-three were empirical studies and 19 were reviews/evaluations. Research was conducted in 17 countries; 32 diseases were represented. Nine language versions of the MAF were used. The mean of the Global Fatigue Index ranged from 10.9 to 49.4. The MAF was reported to be easy-to-use, had strong reliability and validity, and was used in populations who spoke languages other than English.Conclusion:The MAF is an acceptable assessment tool to measure fatigue and intervention effectiveness in various languages, diseases, and settings across the world.

scholarly journals Psychometric examination of Runco Ideational Behavior Scale: Thai adaptation

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Puthyrom Tep ◽  
Sorakrich Maneewan ◽  
Saranya Chuathong
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Dimensional Structure ◽  
Self Assessment ◽  
Confirmatory Factor ◽  
Behavior Scale ◽  
Creative Ideation

AbstractCreativity is a multidimensional construct. Several different approaches have been developed to measure creativity, including psychometric scales. The Runco Ideational Behavior Scale (RIBS) is one such measure of creative ideation. The primary purpose of this paper was to assess the 23 items of the RIBS in the context of the Thai language and examine scale reliability and validity. Participants, consisting of 508 undergraduate students selected from five Thai public universities, were selected through a convenience sampling approach involving both exploratory and confirmatory factor analysis. Results suggested that the Thai version of the RIBS presented a valid measure to a certain extent. Factor analysis of the empirical data indicated a two-dimensional structure. Confirmatory factor analysis (CFA) results confirmed that the two-factor construct demonstrated a better fit with improved psychometric characteristics. Six items were eliminated from the Thai RIBS version inventory: five items during explanatory factor analysis (EFA) and one during the CFA process. Results will contribute to ascertaining that the Thai version of the RIBS instrument can be used as a self-assessment tool for measuring students’ creative ideation. Implications and limitations of this research are discussed with suggestions for future studies.

scholarly journals Development, Validation and Verification of a Self-Assessment Tool to Estimate Sadhaka Pitta (Mental Strength)

2020 ◽  
Vol 11 (4) ◽  
pp. 5912-5921
Author(s):  
Vijay Laxmi Gautam ◽  
Singh T B ◽  
Sangeeta Gehlot ◽  
Hari Hridaya Awasthi
Keyword(s):  
Mental Health ◽  
Assessment Tool ◽  
Normal Population ◽  
Age Groups ◽  
Reliability And Validity ◽  
Holistic Approach ◽  
Well Being ◽  
Primary Objective ◽  
Validity And Reliability ◽  
Self Assessment

The holistic approach of Ayurveda, treating the patient as a whole, meaning intervention targeted toward complete physical, psychological, and spiritual well-being. Sadhaka Pitta is the factor responsible for mental health and mental strength (weak and strong Sadhaka Pitta functions) assattva. It is the sub-dosha of pitta among the five types. The primary objective of the study was to develop and validate a self-assessment tool to estimate Sadhaka Pitta. The developed tool was evaluated for its reliability and validity by administering to 50 healthy volunteers of either gender belonging to 21 to 50 year age groups. Besides confirming the statistical validity and reliability, the applied utility of the newly developed tool was evaluated by mental health based on Sadhaka Pitta functions parameters of all the volunteers. The results show that the mental functions controlled by brain, vary significantly according to functions of Sadhaka Pitta. The tool therefore can be used to screen normal population to look for possible susceptibility to certain behaviours.

scholarly journals The Stroke Knowledge Assessment Tool (SKAT): Development, Reliability and Validity

2021 ◽  
Vol 2 (2) ◽  
pp. 81-88
Author(s):  
Reuben Grech ◽  
Paulann Grech
Keyword(s):  
Assessment Tool ◽  
Relevant Literature ◽  
Reliability And Validity ◽  
Psychometric Testing ◽  
Knowledge Assessment ◽  
Extensive Literature ◽  
Online Questionnaire ◽  
Analysis Process ◽  
The One ◽  
Stroke Knowledge

The purpose of the study was to develop and test the psychometric properties of a stroke knowledge assessment tool based on a mixed-methods approach and a synthesis of the relevant literature on stroke. The content of the tool was predominantly developed by the findings from a qualitative study involving ten stroke patients who had been admitted to a state hospital due to a stroke during the previous 2 years.  The other source for tool construction was the information that emerged from an extensive literature review. The resulting online questionnaire was divided into three main sections namely i) demographics ii) stroke knowledge and iii) stroke response. A 5-point Likert scale was chosen to answer each question in Sections B and C, which facilitates the analysis process using descriptive and inference statistics. The tool was subjected to psychometric testing with promising results. The use of a standard tool, such as SKAT, which is the one presented in this paper, presents health professionals, who are in a prime position to gauge healthcare educational needs, with the means to assess stroke knowledge and carry out interesting uniform comparisons between different geographical and ethnical populations. The targeted audience for the use of this tool is a). The general population and/or b). A population where stroke knowledge enhancement is being planned. SKAT can then inform educational and awareness needs.

scholarly journals The Chinese Assessment of physical literacy: Based on Grounded Theory Paradigm for children in grades 3-6

2022 ◽  
Author(s):  
Wang YongKang ◽  
Fu QianQian
Keyword(s):  
Factor Analysis ◽  
Convergent Validity ◽  
Quantitative Methods ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Physical Literacy ◽  
Self Assessment ◽  
Qualitative And Quantitative Methods ◽  
Confirmatory Factor ◽  
Assessment Questionnaire

The aim of this study is to construct and validate “physical literacy self-assessment questionnaire” (PLAQ) for Chinese students in grades 3-6. This study uses qualitative and quantitative methods to construct evaluation indicators of PL and determine the weights of each indicator. The 60 items of original PLAQ was based on literature review and interviews, and administered to 1179 primary students graded 3-6 in China. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are used to optimize the structure and verify the reliability and validity of the questionnaire. The model of PLAQ is composed of 4 first-level indicators, 10 second-level indicators and 35 third-level indicators. The results of EFA and CFA resulted in a 44-items, 4-factor questionnaire. EFA item loadings ranged from 0.558 to 0.896, and Cronbach's alpha ranged from 0.818 to 0.892. The results of CFA show that the constructed model fits well, and PLAQ has good convergent validity and discriminative validity. The PLAQ appeared to be reliable and valid that can be used as an assessment tool for students in grades 3-6. PLAQ can be used as a guide for the development of PL. Additionally, PLAQ gives us a shared understanding about what PL is and how it can be developed by Chinese children. However, studies on the accuracy and generalizability of the PLAQ should be conducted to improve it in the future.

Sign in / Sign up

Export Citation Format

Share Document