While Alison, Ullman Roz, Forbes Angus
King's College London, Florence Nightingale School of Nursing and Midwifery, London, UK.
J Clin Nurs. 2007 Jun;16(6):1099-108. doi: 10.1111/j.1365-2702.2007.01693.x.
To develop and validate a learning needs assessment scale.
Learning needs analysis is a central component of continuing professional development but there is a lack of psychometrically developed learning needs assessment tools. Self-assessment questionnaires are emerging as a key method. The development of a learning needs analysis scale for multiple sclerosis specialist nurses is described.
A psychometric approach comprising the three phases of the development and testing of the scale are outlined.
Phase 1: Item identification using a literature review; postal survey of stakeholders (n = 320), 20 nurse interviews; four nurse focus groups; five telephone interviews with people with MS. Phase 2: Refinement of draft scale and establishing face and content validity testing using an expert panel. Phase 3: Testing of draft scale using data from a postal survey (n = 47 MS specialist nurses) to assess the feasibility and effectiveness of scale, internal consistency and construct validity. Test-retest reliability was assessed using data from 17 MS specialist nurse respondents to calculate intra-class correlation coefficients.
The data from the different study phases informed scale refinement. The validity and reliability of the scale was confirmed through testing.
The study provides an example of how a robust learning needs assessment scale may be developed for a specialist area of nursing practice to be used in conjunction with more subjective approaches.
High quality nursing care depends upon a competent nursing workforce that engages in continuing professional development. This study provides an example of a psychometrically developed learning needs assessment scale to inform continuing professional development needs of nurses working in a specialist area of practice.
开发并验证一个学习需求评估量表。
学习需求分析是持续专业发展的核心组成部分，但缺乏经过心理测量学开发的学习需求评估工具。自我评估问卷正成为一种关键方法。本文描述了针对多发性硬化专科护士的学习需求分析量表的开发情况。
概述了一种包含量表开发和测试三个阶段的心理测量方法。
第一阶段：通过文献综述确定条目；对利益相关者进行邮寄调查（n = 320）、20次护士访谈、四个护士焦点小组；对五名多发性硬化患者进行电话访谈。第二阶段：完善量表草稿，并使用专家小组进行表面效度和内容效度测试。第三阶段：使用邮寄调查（n = 47名多发性硬化专科护士）的数据对量表草稿进行测试，以评估量表的可行性和有效性、内部一致性和结构效度。使用17名多发性硬化专科护士受访者的数据计算组内相关系数来评估重测信度。
来自不同研究阶段的数据为量表的完善提供了依据。通过测试证实了量表的效度和信度。
该研究提供了一个示例，说明如何为护理实践的专科领域开发一个强大的学习需求评估量表，并与更主观的方法结合使用。
高质量的护理依赖于一支参与持续专业发展的称职护理队伍。本研究提供了一个经过心理测量学开发的学习需求评估量表的示例，以了解在专科实践领域工作的护士的持续专业发展需求。
