Reliability and validity assessment of the Chinese version of the online learning readiness scale (OLRS) for nursing...

Online education has become the new normal for higher education. Online Learning Readiness (OLR) is a prerequisite for learners' effective learning and academic achievement. However, at present, China still lacks an instrument to effectively measure nursing students' online learning readiness under the new information technology innovation.

This study determined the validity and reliability of the Chinese version of Online. Learning Readiness Scale (OLRS) developed by Tang and the online learning readiness (OLR) of nursing students in China.

A descriptive cross-sectional study was used.

A public medical university in southeast China.

This study included 465, nursing students from freshmen to seniors who attended at least one online course with the final assessment completed.

This study adopted OLRS (Tang), which was translated with the Brislin model (translation, back translation, and integration) following the authorization of the developer. Expert analysis was taken for content validity. Confirmatory Factor Analysis (CFA) was used to test the structural validity. As to the convergence validity, this study employed the Pearson correlation coefficient between OLRS (Tang) and OLRS (Hung). Besides, Cronbach's alpha coefficient was taken to evaluate the internal consistency.

The instrument showed satisfactory content validity (I-CVI = 0.80-1.00, S-CVI = 0.97). According to CFA, the structure with five factors (technology readiness, learner control, online communication self-efficacy, self-directed learning, motivation for learning) showed acceptable model fit (χ²/df 3.46, CFI 0.90, IFI 0.90, RMSEA 0.07 and SRMR 0.03). Convergence validity (r = 0.67, P < 0.01), and internal consistency (Cronbach's alpha = 0.95). In addition, the OLR of Chinese nursing students is moderate.

The Chinese version of OLRS (Tang) proved to be an effective, reliable and relatively concise measurement instrument.