Dadgaran Ideh, Shirazi Mandana, Mohammadi Aeen, Ravari Ali
Medical Education Research Center (MERC), Guilan University of Medical Sciences, Rasht, Iran; ; Department of E-learning in Medical Education, Virtual School, Center of Excellence for E-learning in Medical Education, Tehran University of Medical Sciences (TUMS), Tehran, Iran;
Department of E-learning in Medical Education, Virtual School, Center of Excellence for E-learning in Medical Education, Tehran University of Medical Sciences (TUMS), Tehran, Iran; ; Education Development Center, Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran; ; Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden;
J Adv Med Educ Prof. 2016 Jul;4(3):122-9.
Although nursing students spend a large part of their learning period in the clinical environment, clinical learning has not been perceived by its nature yet. To develop an instrument to measure effective factors on clinical learning in nursing students.
This is a mixed methods study performed in 2 steps. First, the researchers defined "clinical learning" in nursing students through qualitative content analysis and designed items of the questionnaire based on semi-structured individual interviews with nursing students. Then, as the second step, psychometric properties of the questionnaire were evaluated using the face validity, content validity, construct validity, and internal consistency evaluated on 227 students from fourth or higher semesters. All the interviews were recorded and transcribed, and then, they were analyzed using Max Qualitative Data Analysis and all of qualitative data were analyzed using SPSS 14.
To do the study, we constructed the preliminary questionnaire containing 102 expressions. After determination of face and content validities by qualitative and quantitative approaches, the expressions of the questionnaire were reduced to 45. To determine the construct validity, exploratory factor analysis was applied. The results indicated that the maximum variance percentage (40.55%) was defined by the first 3 factors while the rest of the total variance percentage (59.45%) was determined by the other 42 factors. Results of exploratory factor analysis of this questionnaire indicated the presence of 3 instructor-staff, students, and educational related factors. Finally, 41 expressions were kept in 3 factor groups. The α-Cronbach coefficient (0.93) confirmed the high internal consistency of the questionnaire.
Results indicated that the prepared questionnaire was an efficient instrument in the study of the effective factors on clinical learning as viewed by nursing students since it involves 41 expressions and properties such as instrument design based on perception and experiences of the nursing students about effective factors on clinical learning, definition of facilitator and preventive factors of the clinical learning, simple scoring, suitable validity and reliability, and applicability in different occasions.
尽管护理专业学生在临床环境中度过了大部分学习时间，但临床学习的本质尚未得到充分认识。旨在开发一种工具来衡量影响护理专业学生临床学习的有效因素。
这是一项分两步进行的混合方法研究。首先，研究人员通过定性内容分析确定护理专业学生的“临床学习”定义，并基于对护理专业学生的半结构化个人访谈设计问卷项目。然后，作为第二步，使用来自四年级或更高年级的227名学生的内容效度、结构效度和内部一致性对问卷的心理测量特性进行评估。所有访谈均进行录音和转录，然后使用Max定性数据分析进行分析，所有定性数据均使用SPSS 14进行分析。
为开展该研究，我们构建了包含102个条目的初步问卷。通过定性和定量方法确定表面效度和内容效度后，问卷条目减少至45个。为确定结构效度，应用探索性因素分析。结果表明，前三个因素定义了最大方差百分比（40.55%），而其余总方差百分比（59.45%）由其他42个因素决定。该问卷的探索性因素分析结果表明存在三个与教师、学生和教育相关的因素。最后，41个条目保留在三个因素组中。α-克朗巴赫系数（0.93）证实了问卷具有较高的内部一致性。
结果表明，所编制的问卷是研究护理专业学生临床学习有效因素的有效工具，因为它包含41个条目，具有基于护理专业学生对临床学习有效因素的认知和经验设计问卷、定义临床学习的促进因素和预防因素、评分简单、效度和信度合适以及适用于不同场合等特性。
