Nurses' knowledge, skills and personal attributes for competent health education practice: An instrument development and psychometric validation study
Nurses' knowledge, skills and personal attributes for competent health education practice: An instrument development and psychometric validation study
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DOI：
10.1111/jan.14632
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发表时间：
2020-11-27
影响因子：
3.8
通讯作者：
Canga-Armayor, Navidad
中科院分区：
文献类型：
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作者：
Pueyo-Garrigues, Maria;Pardavila-Belio, Miren Idoia;Canga-Armayor, Navidad
目的研制护士健康教育能力量表，并对其进行心理测量学检验，以评估护士健康教育能力的知识、技能和个人素质，设计心理测量学量表的研制和验证研究方法采用四步方法：第一步：基于最新概念分析和专家判断的操作定义;第二步，由专家组和目标人群进行项目生成和内容验证，第三步，基于可接受性、内部一致性和表面效度的项目分析;步骤4）基于结构效度、效标效度、内部一致性和稳定性的心理测量学评价，结果该操作框架和专家组具有较好的内容效度，最终形成第一版。从最初的88个项目池中，58个项目在项目分析后保留。探索性因素分析结果显示，认知（23个项目的三因素解决方案）、心理（26个项目的两因素解决方案）和情感态度（9个项目的单因素解决方案）三个胜任领域的量表分别解释了58%、53%和54%的方差。已知组研究显示，不同服务年限和接受健康教育培训的人员，其健康状况存在显著差异，为该指标的敏感性提供了证据。三个尺度与标准变量呈正相关。认知、心理和情感态度量表的总体Cronbach α分别为0.95、0.95和0.90。组内相关系数> 0.70。结论新开发的护士健康教育能力量表是一种新颖的、经过检验的自我报告的心理测量工具，是第一个确定护士的知识、技能和属性所必需的规划和评估健康教育实践能力的工具。这项研究提供了一个有效的和具体的学习工具，是适当的使用在临床实践和护理教育计划。
Aim To develop and psychometrically test the Nurse Health Education Competence Instrument for assessing nurses' knowledge, skills and personal attributes concerning competent health education practice.Design A psychometric instrument development and validation study.Methods A four-step approach was used: Step 1) operational definition based on an up-to-date concept analysis and experts' judgement; step 2) item generation and content validation by expert panel and target population; step 3) item analysis based on acceptability, internal consistency and face validity; and step 4) psychometric evaluation based on construct validity, criterion validity, internal consistency and stability, conducted from January -February 2019 with 458 hospital-care nurses.Results The operational framework and expert groups showed good content validity, resulting in the first version. From the initial 88-item pool, 58 items were retained after item analysis. Exploratory factor analysis revealed three scales concerning the cognitive (three-factor solution with 23 items), psychomotor (two-factor solution with 26 items) and affective-attitudinal (one-factor solution with nine items) competency domains, which respectively accounted for 58%, 53% and 54% of the variance. Known-group study demonstrated significant differences by years working in the service and training received in health education, providing evidence for the measure's sensitivity. The three scales correlated positively with the criterion variable. Overall Cronbach alphas for the cognitive, psychomotor and affective-attitudinal scales were 0.95, 0.95 and 0.90, respectively. Intraclass correlation coefficients were >0.70.Conclusions The newly developed Nurse Health Education Competence Instrument is an original and tested self-reporting psychometric tool, being the first to identify nurses' knowledge, skills and attributes necessary for planning and assessing health education practice competency.Impact The instrument permits measurable insights into nurses' perceptions regarding their health education competence and related educational needs. This study provides a valid and specific learning tool that is appropriate to use both in clinical practice and in nursing education programmes.