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Related Experiment Videos

Concurrent validity of three self-report measures of assertiveness.

N H Walbek, V C Gordon

    Research in Nursing & Health
    |December 1, 1980
    PubMed
    Summary

    This study found that self-reported assertiveness in student nurses did not predict class participation. However, the learning environment significantly influenced participation levels.

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    Area of Science:

    • Nursing Education
    • Psychology
    • Social Sciences

    Background:

    • Assertiveness is a key communication skill for nurses.
    • Accurate measurement of assertiveness is crucial for effective training.
    • Self-report measures are common but their validity requires scrutiny.

    Purpose of the Study:

    • To assess the relative validity of three self-report assertiveness measures.
    • To examine the relationship between self-reported assertiveness and actual class participation.
    • To investigate the influence of instructional settings on participation.

    Main Methods:

    • Correlated scores from 88 student nurses' self-report assertiveness measures with peer and faculty ratings.
    • Analyzed class participation frequency in a subsample of 48 students.
    • Compared participation across different instructional settings.

    Main Results:

    • Self-report assertiveness scores showed limited correlation with peer and faculty ratings, indicating questionable validity.
    • Self-reported assertiveness did not significantly predict class participation frequency.
    • The type of instructional setting had a significant impact on student participation.

    Conclusions:

    • Current self-report assertiveness measures may not accurately reflect nursing students' assertiveness in practice.
    • Instructional setting is a critical factor influencing student engagement and participation.
    • Further research is needed to develop and validate more reliable measures of assertiveness in nursing education.

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