Assemi Mitra, Cullander Chris, Hudmon Karen Suchanek
UCSF Fresno Pharmacy Education Program, Fresno, CA 93701-2302, USA.
Ann Pharmacother. 2006 Dec;40(12):2130-5. doi: 10.1345/aph.1H248. Epub 2006 Nov 7.
The Accreditation Council for Pharmacy Education adopted revised accreditation standards and guidelines for the PharmD degree program in January 2006. The revised standards mandate the inclusion of cultural competence in pharmacy curricula. Assessment tools to evaluate the impact of training are needed.
To examine the psychometric properties of a 12 item scale designed to estimate the impact of cultural competence training on pharmacy students' self-efficacy in providing culturally appropriate patient care.
A 12 item scale to assess the impact of an elective course on pharmacy students' (N = 175; 173 analyzable) perceived self-efficacy in providing culturally competent patient care was used before and after students completed the training. Principal components analysis was conducted to examine the underlying structure of the scale, and the Cronbach alpha statistic was computed as an estimate of internal consistency. Pre-versus posttraining responses for each item and for the total scale scores were compared as an indicator of concurrent validity.
The principal components analysis yielded a one-component solution, "self-efficacy for cultural competence," which included all 12 contributing items and accounted for 46% of the total variance. Item communalities ranged from 0.25 to 0.58. Component loadings ranged from 0.50 to 0.76. Overall, the scale exhibited a Cronbach alpha estimate of internal consistency of 0.89. Posttraining scores were significantly higher than pretraining scores for both the total scale scores (posttest and pretest mean +/- SD score = 47.96 +/- 5.15 and 34.21 +/- 6.19, respectively; p < 0.001) and for each item (p values < 0.001). These comparisons provide evidence of concurrent validity.
Our results suggest that our 12 item scale exhibits acceptable psychometric properties and is a useful tool for estimating the impact of cultural competence training on pharmacy students' perceived self-efficacy for providing culturally competent care and services.
药学教育认证委员会于2006年1月采用了修订后的药学博士学位课程认证标准和指南。修订后的标准要求在药学课程中纳入文化能力内容。需要评估工具来评估培训的影响。
检验一个12项量表的心理测量特性，该量表旨在评估文化能力培训对药学专业学生在提供符合文化背景的患者护理方面自我效能感的影响。
在学生完成培训前后，使用一个12项量表来评估一门选修课程对药学专业学生（N = 175；173人可分析）在提供具有文化能力的患者护理方面的自我效能感的影响。进行主成分分析以检验量表的潜在结构，并计算克朗巴哈α统计量作为内部一致性的估计值。比较每个项目和总量表得分的培训前后反应，作为同时效度的指标。
主成分分析得出一个单成分解决方案，即“文化能力自我效能感”，其中包括所有12个贡献项目，占总方差的46%。项目共同度范围为0.25至0.58。成分载荷范围为0.50至0.76。总体而言，该量表的克朗巴哈α内部一致性估计值为0.89。总量表得分（后测和前测平均±标准差得分分别为47.96±5.15和34.21±6.19；p < 0.001）以及每个项目（p值< 0.001）的培训后得分均显著高于培训前得分。这些比较提供了同时效度的证据。
我们的结果表明，我们的12项量表具有可接受的心理测量特性，是评估文化能力培训对药学专业学生在提供具有文化能力的护理和服务方面的自我效能感影响的有用工具。
