Using Content Validity for the Development of Objective Structured Clinical Examination Checklists in a Slovenian Undergraduate Nursing Program

Fijačko, Nino; Fekonja, Zvonka; Denny, Margaret; Sharvin, Brian; Pajnkihar, Majda; Štiglic, Gregor

doi:10.5772/intechopen.68454

Cited by 1 publication

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“…The questions in the questionnaire were rated on a four-point scale from 1 to 4, where 1 represents statements that are not relevant; 2, deficient/poorly understood statements; 3, partially understandable/partially relevant statements; and 4, entirely understandable/completely relevant claims [41]. To assess the content validity of the questionnaire, we calculated the content validity of individual claims (I-CVI) and content validity of the whole questionnaire (S-CVI) [41][42][43][44][45][46]. For the internal reliability analysis, we calculated Cronbach's α, which presents us with a measure of internal reliability between several items [47].…”

Section: Validation Of Assessment Toolmentioning

confidence: 99%

Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire

et al. 2021

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At the time of the outbreak of the coronavirus pandemic, several measures were in place to limit the spread of the virus, such as lockdown and restriction of social contacts. Many colleges thus had to shift their education from personal to online form overnight. The educational environment itself has a significant influence on students’ learning outcomes, knowledge, and satisfaction. This study aims to validate the tool for assessing the educational environment in the Slovenian nursing student population. To assess the educational environment, we used the DREEM tool distributed among nursing students using an online platform. First, we translated the survey questionnaire from English into Slovenian using the reverse translation technique. We also validated the DREEM survey questionnaire. We performed psychometric testing and content validation. I-CVI and S-CVI are at an acceptable level. A high degree of internal consistency was present, as Cronbach’s alpha was 0.951. The questionnaire was completed by 174 participants, of whom 30 were men and 143 were women. One person did not define gender. The mean age of students was 21.1 years (SD = 3.96). The mean DREEM score was 122.2. The mean grade of student perception of learning was 58.54%, student perception of teachers was 65.68%, student academic self-perception was 61.88%, student perception of the atmosphere was 60.63%, and social self-perception of students was 58.93%. Although coronavirus has affected the educational process, students still perceive the educational environment as positive. Nevertheless, there is still room for improvement in all assessed areas.

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