Core Competence in Fundamental Nursing Practicum Scale: A validity and reliability analysis

Chang, Yu‐Hsuan; Huang, Shu-He; Shun, Shiow Ching; Lin, Pao-Chen

doi:10.1016/j.nepr.2022.103352

Cited by 8 publications

(5 citation statements)

References 41 publications

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“…Según, Rafati et al (2021), ambientes clínicos (laboratorios) inadecuados son percibidos por los estudiantes como un elemento estresor que impacta en su nivel de satisfacción académica; además, los espacios físicos de clase son un valor agregado para el desarrollo satisfactorio de la vida académica del estudiante (Chang, 2022).…”

Section: Discussionunclassified

“…La cuarta dimensión extraída fue la autorrealización formativa, conformada por 8 ítems y vinculada al nivel de motivación que tiene el estudiante respecto a su formación profesional (autonomía en la toma de decisiones y resolución de problemas, responsabilidad sobre su formación e importancia que está tendrá sobre su futuro profesional); está referida a la satisfacción que siente de sí mismo y el impacto que tiene y tendrá la educación universitaria sobre su desarrollo personal y profesional (Ramos, 2008;Román et al, 2015). Escalas que miden la satisfacción de los estudiantes en esta dimensión arrojan que los niveles altos de satisfacción impactan positivamente en la predisposición del estudiante para el autoaprendizaje, en la rapidez con la que toman decisiones durante una intervención clínica y sobre las expectativas profesionales que tienen de futuro (Rafati et al, 2021;Chang et al, 2022).…”

Section: Discussionunclassified

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Libro de autoría colectiva INNOVACION EDUCATIVA INCLUSION Y ATENCION A LA DIVERSIDAD. Vol 1 Num 3

Ortega¹

2023

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Section: Discussionunclassified

Libro de autoría colectiva INNOVACION EDUCATIVA INCLUSION Y ATENCION A LA DIVERSIDAD. Vol 1 Num 3

Ortega¹

2023

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“…To assess the need for item removal, explore relationships between variables, and classify items with high correlations into subdimensions, EFA was conducted. CFA was then performed to confirm the determined structure, using fit indices including χ 2 /df < 5, goodness‐of‐fit index (GFI > 0.85), adjusted GFI (AGFI > 0.85), comparative fit index (CFI > 0.90), root mean square error of approximation (RMSEA < 0.08), and incremental fit index (IFI > 0.90) 19,21 . Internal consistency of the scale was evaluated using item‐total score correlation coefficient and Cronbach's α , 21 whereas stability reliability was assessed using ICC and dependent groups t test.…”

Section: Methodsmentioning

confidence: 99%

“…CFA was then performed to confirm the determined structure, using fit indices including χ 2 /df < 5, goodness‐of‐fit index (GFI > 0.85), adjusted GFI (AGFI > 0.85), comparative fit index (CFI > 0.90), root mean square error of approximation (RMSEA < 0.08), and incremental fit index (IFI > 0.90) 19,21 . Internal consistency of the scale was evaluated using item‐total score correlation coefficient and Cronbach's α , 21 whereas stability reliability was assessed using ICC and dependent groups t test. Data distribution was considered normal if skewness was between −2 and +2, and kurtosis was between −7 and +7 22 .…”

Section: Methodsmentioning

confidence: 99%

Development and validation of a Decision‐Making Ability Scale for postpartum urinary incontinence women engaging in pelvic floor physical therapy

Li,

Zhao

et al. 2023

Neurourology and Urodynamics

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ObjectiveThis study aimed to develop and validate a Decision‐Making Ability Scale (DMA‐S) for postpartum urinary incontinence (PPUI) women engaging in pelvic floor physical therapy (PFPT).MethodsItems were created in line with a review of the literature and exploratory qualitative study with 22 women. The items were submitted for expert opinion and a pilot implementation was made with 58 women with PPUI. Furthermore, the construct validity of the scale was tested with exploratory factor analysis (EFA) (n = 220) and confirmatory factor analysis (CFA) (n = 240). Internal consistency for the Chronbach's α and test–retest reliability for the intraclass correlation coefficient (ICC) were also investigated for the DMA‐S in the study.ResultsThe results of the EFA indicated a Kaiser–Meyer–Olkin value of 0.85 and Bartlett's test of sphericity showed a χ2 value of 8352.101, p < 0.001. After removing one item with factor loading values below 0.50, the resulting factor structure accounted for 83.38% of the total variance. The fit indices of the scale model tested in the CFA were determined as χ2/df = 1.08 < 3, root mean square error of approximation = 0.018 < 0.08, comparative fit index = 0.996 > 0.90, Tucker–Lewis index = 0.995 > 0.90, goodness‐of‐fit index (GFI) = 0.933 > 0.90, adjusted GFI = 0.916 > 0.90, and incremental fit index = 0.996 > 0.90. The Cronbach's α values were 0.95–0.97 for the subdimensions of the scale and 0.93 for the total scale. Data also showed a good test–retest stability (ICC = 0.984).ConclusionThe DMA‐S is a reliable and valid tool for assessing the decision‐making ability for PPUI women engaging in PFPT.

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“…Third, this is the first study to investigate the psychometric properties of students' perceptions about the teaching of EBP in physiotherapy curricula. This new measure is more specific to EBP than the previous measures, which evaluated the students' perceptions of instructors and the learning process in general [68][69][70][71].…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Refining and adapting the measurement properties of evidence-based practice measures for physiotherapy students

Al Zoubi,

Bussières,

Chan

et al. 2024

PLoS ONE

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Objective There is a lack of reliable and valid evidence-based practice (EBP) measures for physiotherapy students. This study validated EBP-student (EBP-S) measures for physiotherapy students. Methods EBP measures developed from previous research were cross-culturally validated for use by physiotherapy students. The adapted EBP-S consisted of six measures: use of EBP, EBP activities, EBP knowledge, self-efficacy for EBP, attitudes towards EBP, and perceptions of the teaching and assessment of EBP in the curriculum. The final version was completed by physiotherapy students (n = 335). The psychometric properties for each EBP-S measure were estimated, including construct validity using Rasch model, internal consistency reliability using person separation index (PSI), test-retest reliability using intraclass correlation coefficient (ICC), and differential item functioning (DIF). Results Two formative measures (use of EBP and EBP activities) were only linguistically modified for use with students. A Rasch model was applied to the other four reflective measures. For knowledge, 55% (6/11) items fit the Rasch model with chi-square fit statistic (χ2) = 34.46, p = 0.08; PSI = 0.85. For self-efficacy, 89% (8/9) items fit the Rasch model with χ2 = 25.11, p = 0.80; PSI = 0.89. For attitudes, 62% (8/13) items fit the Rasch model with χ2 = 61.49, p = 0.00; PSI = 0.71. For perception of the teaching and assessment of EBP in the curriculum, 62% (8/13) items fit the Rasch model with χ2 = 80.99, p = 0.45; PSI = 0.92. perception of the teaching and assessment of EBP in the curriculum showed DIF in three items. The ICCs ranged between 0.80 and 0.98. Conclusions The EBP-S measures were validated for physiotherapy students, including the testing of psychometric properties, which were not tested in the original studies. Further refinements should be considered for the use of the EBP-S with other groups of students or if changes are applied to the current curriculum.

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Core Competence in Fundamental Nursing Practicum Scale: A validity and reliability analysis

Cited by 8 publications

References 41 publications

Libro de autoría colectiva INNOVACION EDUCATIVA INCLUSION Y ATENCION A LA DIVERSIDAD. Vol 1 Num 3

Libro de autoría colectiva INNOVACION EDUCATIVA INCLUSION Y ATENCION A LA DIVERSIDAD. Vol 1 Num 3

Development and validation of a Decision‐Making Ability Scale for postpartum urinary incontinence women engaging in pelvic floor physical therapy

Refining and adapting the measurement properties of evidence-based practice measures for physiotherapy students

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