Klakovich Marilyn D, Dela Cruz Felicitas A
Azusa Pacific University School of Nursing, Azusa, CA, USA.
J Prof Nurs. 2006 Jan-Feb;22(1):60-7. doi: 10.1016/j.profnurs.2005.12.005.
Despite the centrality of interpersonal communication in nursing, there are few psychometrically sound instruments to measure the communication competencies of undergraduate and graduate nursing students. This article reports on the development and testing of the Interpersonal Communication Assessment Scale (ICAS), which was designed to assess the communication competencies of students in undergraduate and graduate nursing programs. Retroductive triangulation, using both deductive and inductive methods, and the Model of Relational Competence guided the measure's conceptualization and development. We used responses from 531 (24%) undergraduate and graduate clinical faculty from 246 American Association of Colleges of Nursing member schools for the psychometric testing of the 54-item content-validated and pilot-tested ICAS. Exploratory-factor analysis resulted in a three-factor solution labeled as advocacy, therapeutic use of self, and validation. These factors accounted for 60% of the variance. Items that loaded .60 or higher were retained, resulting in a 23-item scale with a Cronbach's alpha of .96. The ICAS significantly differentiated the communication competencies of beginning and graduating students in both undergraduate and graduate programs. The ICAS was found to have construct validity and internal consistency, underscoring its potential as a formative and summative tool to assess the interpersonal communication competencies of nursing students.
尽管人际沟通在护理中至关重要，但用于测量本科和研究生护理专业学生沟通能力的、具有可靠心理测量学特性的工具却很少。本文报告了人际沟通评估量表（ICAS）的开发与测试情况，该量表旨在评估本科和研究生护理项目学生的沟通能力。采用演绎和归纳方法的溯因三角测量法以及关系能力模型指导了该测量工具的概念化和开发过程。我们使用了来自美国护理学院协会246所成员学校的531名（24%）本科和研究生临床教师的回复，对经过内容验证和预测试的54项ICAS进行心理测量测试。探索性因素分析得出了一个三因素解决方案，分别标记为支持、自我治疗性运用和验证。这些因素解释了60%的方差。载荷为0.60或更高的项目被保留，最终形成了一个23项的量表，其克朗巴哈系数为0.96。ICAS显著区分了本科和研究生项目中新生和毕业生的沟通能力。研究发现，ICAS具有结构效度和内部一致性，凸显了其作为评估护理专业学生人际沟通能力的形成性和总结性工具的潜力。
