Development and validation of a measurement scale to assess nursing students’ readiness for the flipped classroom in Sri Lanka

Abstract

Purpose: It aims to develop and validate a scale to measure nursing students’ readiness to the flipped classroom in Sri Lanka.Methods: A literature review provided the theoretical framework for developing the Nursing Students’ Readiness for Flipped Classroom (NSR-FC) questionnaire. Five content experts evaluated the NSR-FC, and content validity indices were calculated. Cross-sectional surveys among 355 undergraduate nursing students from 3 state Sri Lankan universities were carried out to assess the psychometric properties of the NSR-FC. Principal component analysis (PCA, n = 265), internal consistency (through Cronbach's alpha, n = 265), and confirmatory factor analysis (CFA, n = 90) were done for construction validity and reliability test. Results: There were 37 items included in the NSR-FC for content validation and resulting in an average scale content validity index (S-CVI/AVE) of 0.94. Two items received item level content validity index (I-CVI) less than 0.78. The factor structures of the 35 items were explored through PCA with orthogonal factor rotation culminating in the identification of 5 factors. These factors were classified as technology readiness, environmental readiness, personal readiness, pedagogical readiness, and interpersonal readiness. The NSR-FC also showed an overall acceptable level of internal consistency (Cronbach’s alpha 0.9). The CFA verified a 4-factor model (excluding the interpersonal readiness factor) and 20 items achieved acceptable levels of acceptance (SRMR=0.08, RMSEA=0.08, CFI=0.87 and χ2 /df =1.57). Conclusion: The NSR-FC, as a four-factor model, is an acceptable measurement scale for nursing students’ readiness to the flipped classroom in terms of its construct validity and reliability.

Psychometric evidence of a perception scale about covid-19 vaccination process in Peruvian dentists: a preliminary validation

“…However, according to the Parallel Analysis based on minimum rank factor analysis, three dimensions were obtained and this was justified by good sample adequacy indices. It should be noted that this analysis is currently the most widely accepted factor extraction method by the scientific community [35,36]. It should be noted that in the early stage of the present study, a fourdimensional P-Vac-Cov19-DENT scale was designed to assess the "Perception about the organization" (Q1, Q2, Q3, Q7, Q8, Q9 and Q10), the "Perception about vaccine efficacy" (Q12, Q16, Q17 and Q18), the "General perception of the service" (Q4, Q5, Q6 and Q11) and the "Perception of the care procedure" (Q13, Q14 and Q15).…”

Assess the feasibility of flipped classroom pedagogy in undergraduate nursing education in Sri Lanka: A mixed-methods study

“…Nursing Students' Readiness for Flipped Classroom (NSR-FC) questionnaire was used in this anonymous quantitative survey. The NSR-FC is an acceptable measurement scale for assessing nursing students' readiness for the flipped classroom in terms of its construct validity (standardized root mean square residual = 0.08, root mean square error of approximation = 0.08, comparative fit index = 0.87, and χ2/degrees of freedom = 1.57) and reliability (Cronbach α = 0.9) [7]. The NSR-FC is a 20-item instrument consisting of four factors: personal readiness, technological readiness, environmental readiness, and pedagogical readiness.…”

“…In a flipped classroom, nursing students attend a faceto-face classroom with pre-existing knowledge, which was gained through pre-classroom learning activities. Teachers design face-to-face classrooms, aligned with the flipped classroom, using student-centred learning methods and extend learning through post-class activities by using online learning resources (Fig 1) [3,7]. The flipped classroom enables nursing students to be exposed to pre-existing knowledge applications, which instil high ordered thinking practices.…”

“…Students' readiness, needs, and agreements with flipped pedagogy are the critical pillars to ensure its successful implementation. Student's readiness implies they have cognitive and physical preparedness when enrolling in a flipped classroom [7]. As aforementioned, this study specifically aimed to investigate the first step (Analyse) of the ADDIE model by answering a research question regarding what is the feasibility for implementing flipped classroom pedagogy in the context of undergraduate nursing education in Sri Lanka from the perspective of undergraduate nursing students.…”

Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study

“…Curricula began to emphasize the importance of outcome-based education in the 2000s [1]. The main changes in teaching methods have included problembased learning aimed at learners' problem-solving skills, judgment, and analytical skills [2,3], team-based learning, which emphasizes cooperative learning, and flipped learning, which allows students to learn basic knowledge before class [4,5]. Changes in educational evaluation have included performance evaluations such as objective structured clinical examinations [6,7,8] and clinical performance examinations [9], which actually evaluate students' performance in clinical situations, criterion-referenced assessments, which evaluate whether individual students have reached their set outcomes, formative assessments aimed at providing feedback to confirm students' level of improvement, and progress tests, which check the degree to which students improve as they progress through the program [10,11].…”