Cadorin Lucia, Cheng Su-Fen, Palese Alvisa
CRO Aviano National Cancer Institute, Via F. Gallini, 233081 Aviano, Pordenone Italy.
College of Nursing, National Taipei University of Nursing and Health Sciences, 365, Ming-Te Rd, Peitou District, Taipei, 11219 Taiwan, ROC.
BMC Nurs. 2016 Mar 21;15:20. doi: 10.1186/s12912-016-0142-x. eCollection 2016.
Self-Directed Learning develops when students take the initiative for their learning, recognising needs, formulating goals, identifying resources, implementing appropriate strategies and evaluating learning outcomes. This should be seen as a collaborative process between the nurse educator and the learner. At the international level, various instruments have been used to measure Self-Directed Learning abilities (SDL), both in original and in culturally-adapted versions. However, few instruments have been subjected to full validation, and no gold standard reference has been established to date. In addition, few researchers have adopted the established tools to assess the concurrent validity of the emerging new tools. Therefore, the aim of this study was to measure the concurrent validity between the Self-Rating Scale of Self-Directed Learning (SRSSDL_Ita) - Italian version and the Self-Directed Learning Instruments (SDLI) in undergraduate nursing students.
A concurrent validity study design was conducted in a Bachelor level nursing degree programme located in Italy. All nursing students attending the first, second or third year (n = 428) were the target sample. The SRSSDL_Ita, and the SDLI were used. The Pearson correlation was used to determine the concurrent validity between the instruments; the confidence of intervals (CI 95 %) bias-corrected and accelerated bootstrap (BCa), were also calculated.
The majority of participants were students attending their first year (47.9 %), and were predominately female (78.5 %). Their average age was 22.5 ± 4.1. The SDL abilities scores, as measured with the SRSSDL_Ita (min 40, max 200), were, on average, 160.79 (95 % CI 159.10-162.57; median 160); while with the SDLI (min 20, max 100), they were on average 82.57 (95 % CI 81.79-83.38; median 83). The Pearson correlation between the SRSSDL_Ita and SDLI instruments was 0.815 (CI BCa 95 % 0.774-0.848), (p = 0.000).
The findings confirm the concurrent validity of the SRSSDL_Ita with the SDLI. The SRSSDL_Ita instrument can be useful in the process of identifying Self-Directed Learning abilities, which are essential for students to achieve the expected learning goals and become lifelong learners.
当学生主动进行学习，认识到自身需求、制定目标、确定资源、实施适当策略并评估学习成果时，自主学习便得以发展。这应被视为护士教育者与学习者之间的协作过程。在国际层面，已使用各种工具来测量自主学习能力（SDL），包括原始版本和文化适应版本。然而，很少有工具经过全面验证，且迄今为止尚未建立黄金标准参考。此外，很少有研究人员采用既定工具来评估新兴新工具的同时效度。因此，本研究的目的是测量本科护理专业学生中自主学习自评量表（SRSSDL_Ita）意大利语版与自主学习工具（SDLI）之间的同时效度。
在意大利的一个本科护理学位项目中进行了一项同时效度研究设计。所有参加第一年、第二年或第三年学习的护理专业学生（n = 428）为目标样本。使用了SRSSDL_Ita和SDLI。采用Pearson相关性来确定工具之间 的同时效度；还计算了偏差校正和加速自抽样（BCa）的95%置信区间。
大多数参与者是一年级学生（47.9%），且以女性为主（78.5%）。他们的平均年龄为22.5±4.1岁。用SRSSDL_Ita测量的SDL能力得分（最小值40，最大值200）平均为160.79（95%置信区间159.10 - 162.57；中位数160）；而用SDLI测量时（最小值20，最大值100），平均为82.57（95%置信区间81.79 - 83.38；中位数83）。SRSSDL_Ita与SDLI工具之间的Pearson相关性为0.815（BCa 95%置信区间0.774 - 0.848），（p = 0.000）。
研究结果证实了SRSSDL_Ita与SDLI的同时效度。SRSSDL_Ita工具在识别自主学习能力的过程中可能有用，而自主学习能力对于学生实现预期学习目标并成为终身学习者至关重要。
