Kesänen Jukka, Leino-Kilpi Helena, Arifulla Dinah, Siekkinen Mervi, Valkeapää Kirsi
Department of Nursing Science, University of Turku, Turku, Finland; Hospital Orton, Helsinki, Finland.
Nurs Health Sci. 2014 Jun;16(2):262-73. doi: 10.1111/nhs.12097. Epub 2013 Nov 21.
This study describes knowledge tests in patient education through a systematic review of the Medline, Cinahl, PsycINFO, and ERIC databases with the guidance of the PRISMA Statement. Forty-nine knowledge tests were identified. The contents were health-problem related, focusing on biophysiological and functional knowledge. The mean number of items was 20, with true-false or multiple-choice scales. Most of the tests were purposely designed for the studies included in the review. The most frequently reported quality assessments of knowledge tests were content validity and internal consistency. The outcome measurements for patient-education needs were comprehensive, validating knowledge tests that cover multidimensional aspects of knowledge. Besides the measurement of the outcomes of patient education, knowledge tests could be used for several purposes in patient education: to guide the content of education as checklists, to monitor the learning process, and as educational tools. There is a need for more efficient content and health problem-specific knowledge-test assessments.
本研究通过在PRISMA声明的指导下对Medline、Cinahl、PsycINFO和ERIC数据库进行系统综述，描述了患者教育中的知识测试。共识别出49项知识测试。其内容与健康问题相关，侧重于生物生理和功能知识。平均题目数量为20道，采用是非题或多项选择题形式。大多数测试是专门为综述中纳入的研究设计的。知识测试最常报告的质量评估是内容效度和内部一致性。患者教育需求的结果测量是全面的，验证了涵盖知识多维度方面的知识测试。除了测量患者教育的结果外，知识测试在患者教育中还可用于多种目的：作为清单指导教育内容、监测学习过程以及作为教育工具。需要更有效的内容和针对特定健康问题的知识测试评估。
