This study aimed to establish the translation adequacy and examine the psychometric properties of Face Mask Use Scale (FMUS). Methods: This methodological study employed a cross-sectional design with repeated measures. Phase 1 examined the equivalence and relevance of English and Chinese versions of FMUS. Phase 2 examined the internal consistency, stability and construct validity. Different sample batches (213 university students and 971 general public) were used appropriately for psychometric testing. The 2-phase data were collected between January and April 2017. Results: In Phase 1, the semantic equivalence and relevance (item-and scale-level content-validity-index=100%) was satisfactory. Furthermore, from 133 paired test-retest responses, the quadratic weighted kappa (.53~.73, p<.001) and Intraclass Correlation Coefficient (ICC=.81) between the English and Chinese version of FMUS were satisfactory. In Phase 2, FMUS demonstrated satisfactory internal consistency (Cronbach's ⍺=.80~.81; corrected item-total correlation coefficients=.46~.67) and two-week test-retest stability (ICC=.84). The known-groups method (t=3.08, p<.001), exploratory (71.10% of total variance in two-factor model) and confirmatory factory analysis (x 2 /df=4.02, Root Mean Square Residual=.03, Root Mean Square Error of Approximation=.06, Goodness of Fit Index=.99, Comparative Fit Index=.99) were all satisfactory for establishing the construct validity. Conclusion: The FMUS has an equivalence Chinese and English versions, satisfactory reliability and validity for measuring the practice of face mask use. This poses clinical and research implications for those community health nurses who works on respiratory protection. Further research should be conducted on the 'negligent practice' of FMU.

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Background A clinical handover is an essential nursing practice that ensures patient safety. However, most newly graduated nurses struggle to conduct clinical handovers as they lack sufficient communication skill competence and self-efficacy in this practice. This study aimed to examine the efficacy of a blended learning programme on the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers. Methods A randomised controlled design was used. A convenience sample of 96 final-year baccalaureate nursing students at a local university. Data were collected in 2020. Participants were randomly assigned to either an experimental group (n = 50) that received a blended learning programme with face-to-face training and an online module on handover practice, or a waitlist control group (n = 46) that received only face-to-face handover training during the study period and an online module immediately after the completion of data collection. The primary outcome was the communication skill competence and the secondary outcome was the self-efficacy of the participants in conducting clinical handovers. An analysis of covariance was used to examine the between-subjects effects on self-efficacy and communication skill competence in conducting clinical handovers after controlling for the significantly correlated variables. A paired sample t-test was used to determine the within-subjects effects on self-efficacy. Results The participants in the experimental group had significantly higher communication skill competence (p < 0.001) than those in the waitlist control group. Although both groups showed a significant improvement in self-efficacy, the mean scores of the experimental group were higher than those of the waitlist control group (p < 0.001). Conclusions This study demonstrated the efficacy of a blended learning approach in improving the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers. Nurse educators should incorporate a blended learning approach into the nursing curriculum to optimise the content of training programmes for teaching nursing students in conducting clinical handovers. Trial registration The study protocol was registered in the Registration ClinicalTrials.gov (NCT05150067; retrospective registration; date of registration 08/12/2021).

Aim Student engagement is an important factor to the success of higher education. This study aimed to develop a Generic Student Engagement Scale (GSES) for face‐to‐face and online learning. Design This was a cross‐sectional psychometric study. Methods We tested the psychometric properties of GSES in 451 students at the school of nursing and health studies undertaking online and face‐to‐face learning at a local university in Hong Kong between 2016 and 2018. Results Content validity, face validity and test–retest reliability of GSES were satisfactory. The 29‐item GSES contains five factors “self‐regulated learning,” “cognitive strategy use,” “experienced emotion,” “teacher–student interaction,” and “enjoyment of school life” with the good model fit. The GSES is a reliable and valid psychometric instrument to measure student engagement in face‐to‐face and online learning among undergraduates and higher diploma students. Our results implied that student engagement can be assessed in routine or research by using our instrument.

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