Development and validation of college students’ tuberculosis knowledge, attitudes and practices questionnaire (CS-TBKAPQ)

Abstract

BackgroundChina faces many challenges in controlling tuberculosis (TB). One significant challenge is the control of college students’ TB. In particular, cross-sectional studies of college students’ knowledge, attitudes and practices (KAP) in regard to TB have attracted substantial attention. However, few measurement tools have been developed to aid processes related to expert consultation, pre-testing, reliability and validity testing. Our study developed the College Students’ TB Knowledge Attitudes and Practices Questionnaire (CS-TBKAPQ) following the scale development steps.MethodsThe construction of the CS-TBKAPQ was based on the Theory of Knowledge, Attitude, Belief, and Practice (KABP or KAP). The item pool was compiled from literature reviews and individual interviews. The reliability validation was assessed by calculating Cronbach’s α coefficient, the split-half reliability coefficient, and the test-retest reliability coefficient. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The diagnostic accuracy was evaluated using the World Health Organization Advocacy, Communication and Social Mobilization KAP Survey Questionnaire (WHO-TBKAPQ) as the reference standard.ResultsA total of 31 questionnaire items were proposed. Cronbach’s α coefficient, the split-half reliability coefficient and the test-retest reliability coefficient were 0.86, 0.78 and 0.91. Four factors that explained 62.52% of the total variance were also identified in EFA and confirmed in CFA. The CFA model fit indices were x 2 /df = 1.82 (p < 0.001), GFI = 0.925, AGFI = 0.900, RMR = 0.068, and RMSEA = 0.049. The CS-TBKAPQ was significantly correlated with the WHO-TBKAPQ and the Chinese Public TB KAP Questionnaire (CDC-TBKAPQ) developed by the Chinese Center for Disease Control and Prevention (r = 0.59, 0.60, p < 0.001). The receiver operating characteristics curve (ROC) analysis suggested a cut-off point of 47.5, with which the CS-TBKAPQ showed a sensitivity of 73.63% and a specificity of 80.51% in identifying students with low-level KAP. The positive and negative predictive values were 83.23% and 69.91%.ConclusionsThe findings of this study demonstrate that the CS-TBKAPQ is a reliable and valid tool for measuring the KAP towards TB in college students.

Knowledge, attitude and practice concerning healthcare-associated infections among healthcare workers in Wuhan, China: cross-sectional study

“…17 According to Kelman's theory of knowledge, attitude and practice (KAP), knowledge is the basis for changing practice, and attitude is the driving force of change. 18 Therefore, understanding KAP of HCWs in relation to HAIs is essential in establishing these measures. Identifying the factors that significantly affect KAP is important and can provide a basis for implementing intervention measures by HAI managers.…”

Development and validation of knowledge, attitude and practice questionnaire for prevention of respiratory tract infections among Malaysian Hajj pilgrims

“…The usual basic procedure in KAP evaluation is the questionnaire [4]. For the past four decades, KAP research has been the main educational intervention strategy for respiratory diseases control across the globe [5].…”

Development of teaching quality evaluation questionnaire for preclinical courses: an exploratory factor analysis

“…The EFA of the TQEQ demonstrated seven factors consisting of 39 items: learning outcomes, teaching attitudes, student subjection, teaching abilities, teaching methods, teacher characteristics and teaching interactions, which included the four main aspects of teaching quality program: structure, process, teacher characteristics, and outcomes [17]. Besides, the value of Cronbach's alpha was exceeded 0.70, indicating an acceptable and good internal consistency reliability of the instrument [18]. Thus, this new instrument may well be used to assess teaching quality for medical schools.…”