scholarly journals Psychometric properties of a clinical reasoning assessment rubric for nursing education

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
JuHee Lee ◽  
Chang Gi Park ◽  
Sung Hae Kim ◽  
Juyeon Bae
Keyword(s):  
Factor Analysis ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Content Validity ◽  
Case Vignette ◽  
Validity And Reliability ◽  
Validity Indices ◽  
Clinical Reasoning Assessment ◽  
Assessment Rubric

Abstract Background Clinical reasoning is a vital competency for healthcare providers. In 2014, a clinical reasoning assessment rubric (CRAR) composed of analysis, heuristics, inference, information processing, logic, cognition and meta-cognition subdomains was developed for osteopathy students. Methods This study was conducted to verify the validity and reliability of the CRAR in nursing education. A total of 202 case vignette assessments completed by 68 students were used for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The Cronbach’s α coefficient of the CRAR was calculated. Results The content validity indices ranged from 0.57 to 1.0. The EFA resulted in three factors: assessment in nursing, nursing diagnosis and planning, and cognition/meta-cognition in nursing. The CFA supported a 3-factor model. The Cronbach’s α coefficient of the CRAR was 0.94. This study confirmed the content validity, construct validity, and reliability of the CRAR. Therefore, the CRAR is a useful rubric for assessing clinical reasoning in nursing students. Conclusions The CRAR is a standardized rubric for assessing clinical reasoning in nurses. This scale will be useful for the development of educational programs for improving clinical reasoning in nursing education.

The coaching process evaluation scale used in nursing education

2017 ◽  
Vol 4 (2) ◽  
pp. 51-57 ◽  
Author(s):  
Hale Sezer
Keyword(s):  
Factor Analysis ◽  
Nursing Education ◽  
Nursing Students ◽  
Process Evaluation ◽  
P Value ◽  
Validity And Reliability ◽  
Future Studies ◽  
Total Correlation ◽  
Coaching Process ◽  
Confirmatory Factor

This study aims to develop the "Coaching Process Evaluation Scale" (CPES) to be used to assess the coaching process during nursing students' skill practices. This methodological study was carried out in several stages. The exploratory factor analysis was performed on the data collected during the process using the SPSS data package, and the validity and reliability data of the scale were obtained. In the analysis of the data, the Kaiser-Meyer-Olkin (KMO) coefficient of the scale was 0.96.According to the Barlett test, the p value was 0.000. For the reliability, the lowest and highest item total correlation values were 0.493 and 0.769 respectively, and the Cronbach Alpha score was 0.962.  Analyses indicated that the validity and reliability of the “CPES” developed in the present study were high. The use of this scale in future studies and the confirmatory factor analysis will enhance these characteristics of the scale.  Keywords: Coaching; coaching process; evaluation; nursing education; scale.   

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

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.

scholarly journals Development and psychometric testing of a Learning Behaviour Questionnaire among Chinese undergraduate nursing students

BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e043711
Author(s):  
Yifan Wu ◽  
Li Qi ◽  
Yu Liu ◽  
Xinyi Hao ◽  
Shuang Zang
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Content Validity ◽  
Goodness Of Fit ◽  
Mean Square ◽  
Learning Behaviour ◽  
Validity And Reliability ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Fit Index

ObjectiveThis study aimed to develop and validate a new Learning Behaviour Questionnaire (LBQ) for the undergraduate nursing students.Study designThis study was performed in two phases. Phase 1 of the study focused on questionnaire development to create a pool of items, while phase 2 focused on validity and reliability testing.MethodsSemistructured interviews were used to explore nursing undergraduates’ perception of learning behaviour. A two-round modified Delphi method was used to test content validity and quantify the degree of consistency in questionnaire items. An item analysis, an exploratory factor analysis (EFA), a confirmatory factor analysis (CFA) and an internal consistency reliability check were conducted. Criterion-related validity was demonstrated through correlations with Self-Regulated Learning Scale for Undergraduates (SRLS-U). A sample of 114 nursing students was evaluated in test–retest reliability to confirm stability.ResultsThe final LBQ consisted of four factors for the 19-item questionnaire with a 5-point rating from ‘1’ (Fully disagree) to ‘5’ (fully agree). The content validity was 0.890. EFA revealed the presence of four factors, including ‘strategy’, ‘attitude’, ‘motivation’ and ‘degree of satisfaction’. The CFA indicated good fit indexes for the proposed model (χ2/df=1.866, root mean square residual=0.037, comparative fit index =0.950, goodness-of-fit index =0.929, Tucker-Lewis index=0.941, adjusted goodness-of-fit index=0.907 and root mean square error of approximation=0.049). The LBQ correlated significantly with SRLS-U subscales (r=0.742–0.837, p<0.01). The Cronbach’s alpha coefficient of the whole questionnaire was 0.936, while the Cronbach’s alphas of the four factors were 0.828, 0.826, 0.804 and 0.805, respectively. The test–retest reliabilities of the four factors were 0.886, 0.904, 0.852 and 0.875, respectively.ConclusionThe validity and reliability of the LBQ were satisfying. The LBQ is a short, well-developed questionnaire that can serve as a generic assessment tool for measuring learning behaviour for Chinese undergraduate nursing students.Cite Now

Turkish Adaptation of Diabetic Foot Ulcer Scale–Short Form

2020 ◽  
Vol 19 (3) ◽  
pp. 269-274 ◽  
Author(s):  
İsmail Toygar ◽  
Sadık Hançerlioğlu ◽  
Selden Gül ◽  
Tülün Utku ◽  
Ilgın Yıldırım Şimşir ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Diabetic Foot ◽  
Content Validity ◽  
Short Form ◽  
University Hospital ◽  
Validity And Reliability ◽  
Turkish Version ◽  
Patient Identification ◽  
Validity Index ◽  
Content Validity Index

The purpose of this study was to evaluate the validity and reliability of the Turkish version of the Diabetic Foot Scale–Short Form (DFS-SF). The study was cross-sectional and conducted between January and October 2019 in a diabetic foot council of a university hospital. A total of 194 diabetic foot patients participated in the study. A Patient Identification Form and DFS-SF were used for data collection. Forward and backward translations were used in language validity. Expert opinions were obtained to determine the Content Validity Index. To determine construct validity, exploratory factor analysis and confirmatory factor analysis were used. Cronbach’s α internal consistency coefficient, item-scale correlation, and test-retest reliability were used to evaluate reliability. It was found that Content Validity Index was 0.97 (0.86-1.00), the factor loading of scale varied from 0.378 to 0.982, Cronbach’s α value varied from 0.81 to 0.94, and item-total correlations were between 0.30 and 0.75. The Turkish version of the DFS-SF was found valid and reliable to measure the quality of life of diabetic foot patients.

scholarly journals A review of clinical reasoning in nursing education: based on high-fidelity simulation teaching method

2018 ◽  
Vol 5 (3) ◽  
pp. 175-183 ◽  
Author(s):  
Qiao-Qian Luo ◽  
Marcia A Petrini
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Patient Care ◽  
Clinical Reasoning ◽  
Teaching Method ◽  
Essential Feature ◽  
Care Practice ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Reasoning Ability

AbstractObjectiveClinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient care. It is therefore of paramount importance to enhance nursing students' clinical reasoning ability. High-fidelity simulation (HFS) is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods.MethodsThe authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning.ResultsThe application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students' clinical reasoning ability.Conclusionshigh-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.

scholarly journals Validity and Reliability of the Scale, Role Taking in Caregivers of People with Chronic Disease, ROL

10.3823/2575 ◽  
2018 ◽  
Vol 11 ◽  
Author(s):  
Mauricio Arias ◽  
Sonia Carreño ◽  
Lorena Chaparro
Keyword(s):  
Factor Analysis ◽  
Chronic Disease ◽  
Construct Validity ◽  
Internal Consistency ◽  
Content Validity ◽  
Three Dimensions ◽  
Face Validity ◽  
Validity And Reliability ◽  
Role Taking ◽  
Phase Study

Objective: To determine face, content, and construct validity, and internal consistency of ROL scale. Methods and Findings: A three-phase study was conducted. First, content analysis of the scale was carried out consulting 10 professional experts. Then, face validity was analyzed with 60 caregivers. Finally, construct validity was evaluated by performing an exploratory factor analysis (EFA) with 110 participants. Internal consistency of ROL scale was also assessed. Face validity of ROL scale reached a high acceptance index in three dimensions: role performance (0.97), role organization (0.98), and response to the role (0.98). Content validity showed coherence, clarity, and relevance of the scale. From factor analysis, three components emerged and were grouped in the same manner for varimax, quartimax, and equimax rotations. Cronbach's alpha was 0.816, which is an acceptable overall value. Conclusion: ROL scale makes objective the concept of role taking in family caregivers of people with chronic disease. It demonstrated to have acceptable reliability, and construct, face, and content validity to be used in the Colombian context. Keywords: Validation Study, Caregivers, Health Transitions, Chronic Disease.

Psychometric Testing of the Persian Version of the Perceived Perioperative Competence Scale–Revised

2017 ◽  
Vol 25 (3) ◽  
pp. E162-E172
Author(s):  
Neda Mirbagher Ajorpaz ◽  
Mansoureh Zagheri Tafreshi ◽  
Jamileh Mohtashami ◽  
Farid Zayeri ◽  
Zahra Rahemi
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Psychometric Properties ◽  
Goodness Of Fit ◽  
Psychometric Testing ◽  
Cross Sectional Study ◽  
Validity And Reliability ◽  
Cross Sectional ◽  
Competence Scale ◽  
Fit Index

The clinical competence of nursing students in operating room (OR) is an important issue in nursing education. The purpose of this study was to evaluate the psychometric properties of the Persian Perceived Perioperative Competence Scale–Revised (PPCS-R) instrument. This cross-sectional study was conducted across 12 universities in Iran. The psychometric properties and factor structure of the PPCS-R for OR students was examined. Based on the results of factor analysis, seven items were removed from the original version of the scale. The fitness indices of the Persian scale include comparative fit index (CFI) 5 .90, goodness-of-fit-index (GFI) 5 .86, adjusted goodness-of-fit index (AGFI) 5 .90, normed fit index (NFI) 5 .84, and root mean square error of approximation (RMSEA) 5 .04. High validity and reliability indicated the scale’s value for measuring perceived perioperative competence of Iranian OR students.

Validity and Reliability of the Arabic Version of the Incivility in Nursing Education-Revised Scale

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Mohammed Baqer Al-Jubouri ◽  
Patience Samson-Akpan ◽  
Sabah Abdullah Jaafar
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Sampling Strategy ◽  
Cross Sectional Study ◽  
Arab Countries ◽  
Arabic Version ◽  
Validity And Reliability ◽  
Cross Sectional ◽  
Convenience Sampling ◽  
Reliable Scale

AbstractBackgroundIncivility in nursing education can negatively affect the academic achievement. As there is no tool in Arabic to assess incivility among nursing students, there is a need for a valid and reliable tool.PurposeThis study aimed to investigate the psychometric properties of the Arabic version of the Incivility in Nursing Education- Revised (INE-R) survey.MethodThis cross-sectional study was conducted in four universities in Iraq using a convenience sampling strategy. A translated Arabic version of the INE-R was used to assess its validity and reliability.ResultsThree hundred eighty-nine surveys were included in the analysis. The contrast validity was confirmed by using Exploratory Factor Analysis. The internal consistency was tested using Cronbach’s alpha, which showed the result of 0.87.ConclusionThe Arabic version of the Incivility in Nursing Education- Revised is a valid and reliable scale. This scale can be used in Arab countries to assess incivility in nursing education.

scholarly journals Ophthalmic simulated surgical competency assessment rubric (Sim-OSSCAR) for trabeculectomy

2019 ◽  
Vol 4 (1) ◽  
pp. e000313 ◽  
Author(s):  
William H Dean ◽  
John Buchan ◽  
Fisseha Admassu ◽  
Min J Kim ◽  
Karl C Golnik ◽  
...  
Keyword(s):  
Content Validity ◽  
Assessment Tool ◽  
Interobserver Reliability ◽  
Glaucoma Surgery ◽  
Face Validity ◽  
Competency Assessment ◽  
Validity And Reliability ◽  
Wilcoxon Rank Sum Test ◽  
Better Than ◽  
Assessment Rubric

Background/aimsTo develop, test and determine whether a surgical-competency assessment tool for simulated glaucoma surgery is valid.MethodsThe trabeculectomy ophthalmic simulated surgical competency assessment rubric (Sim-OSSCAR) was assessed for face and content validity with a large international group of expert eye surgeons. Cohorts of novice and competent surgeons were invited to perform anonymised simulation trabeculectomy surgery, which was marked using the Sim-OSSCAR in a masked fashion by a panel of four expert surgeons. Construct validity was assessed using a Wilcoxon rank-sum test. Krippendorff’s alpha was calculated for interobserver reliability.ResultsFor the Sim-OSSCAR for trabeculectomy, 58 of 67 surgeons (86.6%) either agreed or strongly agreed that the Sim-OSSCAR is an appropriate way to assess trainees’ surgical skill. Face validity was rated as 4.04 (out of 5.00). Fifty-seven of 71 surgeons (80.3%) either agreed or strongly agreed that the Sim-OSSCAR contents represented the surgical technique of surgical trabeculectomy. Content validity was rated as 4.00. Wilcoxon rank-sum test showed that competent surgeons perform better than novices (p=0.02). Interobserver reliability was rated >0.60 (Krippendorff’s alpha) in 19 of 20 steps of the Sim-OSSCAR.ConclusionThe Sim-OSSCAR for trabeculectomy, a newly developed and validated assessment tool for simulation glaucoma surgery, has validity and reliability. It has the potential to play a useful role in ophthalmic surgical education.

Psychometric Evaluation of the Turkish Version of the Zarit Burden Interview in Family Caregivers of Inpatients in Medical and Surgical Clinics

2012 ◽  
Vol 23 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Nadiye Özer ◽  
Afife Yurttaş ◽  
Rahşan Çevik Akyıl
Keyword(s):  
Factor Analysis ◽  
Construct Validity ◽  
Family Caregivers ◽  
Content Validity ◽  
Psychometric Testing ◽  
Psychometric Evaluation ◽  
Validity And Reliability ◽  
Turkish Version ◽  
Zarit Burden Interview ◽  
Convenience Sampling

The aim of this study was to adapt the Zarit Burden Interview (ZBI) to family caregivers of inpatients in medical and surgical clinics to assess the validity and reliability of the Turkish version. The study design was descriptive and methodological. A total of 223 family caregivers providing care to patients for at least 1 week in clinics were selected through convenience sampling. Data were collected using the Turkish translation of the ZBI. The psychometric testing of the adapted instrument was carried out to establish internal consistency, interitem correlation, and construct validity. The content validity procedure resulted in a final scale comprising 18 items. Cronbach’s alpha was .82. Factor analysis yielded one factor. The Turkish version of the ZBI adapted to the clinics can be used as a one-factor tool.

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