发展和心理测量评估护士在患者教育规模上的能力:一个连续的探索性混合方法研究研究
Zahra Farsi1,2, Reza Momen2, Seyedeh Azam Sajadi2
1Nursing & Midwifery Care Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Nosrat St. Tohid Sq., Tehran, 1419733171, Iran.
BMC medical education
|July 2, 2025
概括
开发并验证了一种新的33项表格,以评估护士在患者教育方面的能力. 该工具证明了可接受的有效性和可靠性,支持其用于评估护士的患者教育技能.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
- 心理测量评估 心理测量评估
背景情况:
- 患者教育是护理专业能力的核心组成部分.
- 评估护士在患者教育方面的熟练程度对于优质的医疗保健至关重要.
- 现有的工具可能无法充分捕捉到这种能力的多方面的性质.
研究的目的:
- 为护士在患者教育方面的能力开发一个自我评估尺度.
- 为了评估开发的尺度的心理测量特性.
- 为测量护士患者教育技能提供可靠的仪器.
主要方法:
- 使用了一种连续的探索性混合方法方法.
- 面试和焦点小组的定性内容分析提供了信息,生成了项目.
- 该尺度经过了面部,内容和构造有效性评估,随后对408名护士进行了可靠性测试 (Cronbach的alpha,ICC).
主要成果:
- 开发了一个由33项组成的四维度表:遵守原则,患者准备,道德行为和专业性.
- 该尺度表现出强大的心理测量特性,包括高含量有效性 (S-CVI/Ave = 0.9) 和可靠性 (克朗巴赫α = 0.917).
- 响应性,可重复性,可行性和最小的地板/天花板效应得到证实.
结论:
- 开发的尺度是评估护士在患者教育方面的能力的有效和可靠的工具.
- 该工具可用于自我评估,并可能用于评估教育干预措施.
- 这些发现支持该尺度在提高护理专业发展和患者教育方面的实用性.
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