Hishinuma Yuri, Horiuchi Shigeko, Yanai Haruo
Tokyo Metropolitan University, 7-2-10 Higashi-Ogu, Arakawa-ku, Tokyo 116-8551, Japan.
St Luke's International University, 10-1 Akashi-cho, Chuo-ku, Tokyo 104-0044, Japan.
Nurse Educ Today. 2016 Jun;41:60-6. doi: 10.1016/j.nedt.2016.03.021. Epub 2016 Apr 1.
Midwives are always involved in educational activities whenever novice midwives are present. Although various scales for measuring the educational competencies of nurses have already been developed in previous studies, a scale for the educational competencies particular to midwives has yet to be developed, or even no previous studies have revealed their functions as clinical educators.
The purpose of this study was to develop a scale to measure the mentoring competencies of clinical midwives (MCCM Scale) and to confirm its validity and reliability.
An exploratory quantitative research study.
Questionnaires were distributed to 1,645 midwives at 148 facilities who had previously instructed novice midwives. 1,004 midwives (61.0%) voluntarily returned valid responses and 296 (18.0%) voluntarily agreed to participate in the survey for test-retest reliability.
Exploratory factor analyses were performed over 41 items and the following seven factors were extracted with a reliability coefficient (Cronbach's α) of 0.953: (i) supporting experimental study, (ii) personal characteristics particularly in clinical educators, (iii) thoughtfulness and empathy for new midwives, (iv) self-awareness and self-reflection for finding confidence, (v) making effective use of the new midwives' own experience, (vi) commitment to educational activities, and (vii) sharing their midwifery practice. Test-retest reliability was measured based on a convenience sample of 246 (83.1%). Pearson's test-retest correlation coefficient for the entire scale was r=0.863. The factor loadings of each item on its respective factor were 0.313-0.925. The total score of the MCCM Scale was positively correlated with that of the Quality of Nurses' Occupational Experience Scale (r=0.641, p=0.000) and was negatively correlated with the total score of the Japanese Burnout Scale (r=-0.480, p=0.000).
The MCCM Scale is composed of 41 items and three subscales measured from a total of seven factors. The validity and reliability of the MCCM Scale was supported by the statistical analyses.
只要有新手助产士在场，助产士就总会参与到教育活动中。尽管先前的研究已经开发出了各种用于衡量护士教育能力的量表，但专门针对助产士教育能力的量表尚未开发出来，甚至之前的研究也未揭示她们作为临床教育工作者的作用。
本研究的目的是开发一种量表来衡量临床助产士的指导能力（MCCM量表），并确认其有效性和可靠性。
一项探索性定量研究。
向148家机构中曾指导过新手助产士的1645名助产士发放问卷。1004名助产士（61.0%）自愿返回有效回复，296名（18.0%）自愿同意参与重测信度调查。
对41个项目进行探索性因素分析，提取出以下七个因素，信度系数（克朗巴哈α系数）为0.953：（i）支持实验研究，（ii）临床教育工作者特有的个人特质，（iii）对新助产士的体贴和同理心，（iv）通过自我认知和自我反思找到自信，（v）有效利用新助产士自身的经验，（vi）对教育活动的投入，以及（vii）分享她们的助产实践。基于246名（83.1%）的便利样本测量重测信度。整个量表的皮尔逊重测相关系数为r = 0.863。各项目在其各自因素上的因子载荷为0.313 - 0.925。MCCM量表的总分与护士职业体验质量量表的总分呈正相关（r = 0.641，p = 0.000），与日本倦怠量表的总分呈负相关（r = -0.480，p = 0.000）。
MCCM量表由41个项目组成，从总共七个因素中测量出三个子量表。统计分析支持了MCCM量表的有效性和可靠性。
