HAN University of Applied Sciences, Research group Musculoskeletal Rehabilitation, Kapittelweg 33, Nijmegen, The Netherlands.
College of Health Care Sciences, James Cook University, Douglas, Australia.
BMC Med Educ. 2017 Dec 12;17(1):250. doi: 10.1186/s12909-017-1094-x.
Apart from skills, and knowledge, self-efficacy is an important factor in the students' preparation for clinical work. The Physiotherapist Self-Efficacy (PSE) questionnaire was developed to measure physical therapy (TP) students' self-efficacy in the cardiorespiratory, musculoskeletal, and neurological clinical areas. The aim of this study was to establish the measurement properties of the Dutch PSE questionnaire, and to explore whether self-efficacy beliefs in students are clinical area specific.
Methodological quality of the PSE was studied using COSMIN guidelines. Item analysis, structural validity, and internal consistency of the PSE were determined in 207 students. Test-retest reliability was established in another sample of 60 students completing the PSE twice. Responsiveness of the scales was determined in 80 students completing the PSE at the start and the end of the second year. Hypothesis testing was used to determine construct validity of the PSE.
Exploratory factor analysis resulted in three meaningful components explaining similar proportions of variance (25%, 21%, and 20%), reflecting the three clinical areas. Internal consistency of each of the three subscales was excellent (Cronbach's alpha > .90). Intra Class Correlation Coefficient was good (.80). Hypothesis testing confirmed construct validity of the PSE.
The PSE shows excellent measurement properties. The component structure of the PSE suggests that self-efficacy about physiotherapy in PT students is not generic, but specific for a clinical area. As self-efficacy is considered a predictor of performance in clinical settings, enhancing self-efficacy is an explicit goal of educational interventions. Further research is needed to determine if the scale is specific enough to assess the effect of educational interventions on student self-efficacy.
除技能和知识外，自我效能感也是学生为临床工作做准备的一个重要因素。物理治疗师自我效能量表（PSE）旨在测量物理治疗（PT）学生在心肺、肌肉骨骼和神经临床领域的自我效能感。本研究旨在确定荷兰语 PSE 问卷的测量特性，并探讨学生的自我效能信念是否具有临床领域特异性。
使用 COSMIN 指南研究 PSE 的方法学质量。在 207 名学生中进行项目分析、结构有效性和 PSE 的内部一致性。在另外 60 名学生中进行两次 PSE 测试的重测信度。在 80 名学生中进行 PSE 在第二年开始和结束时的响应性。假设检验用于确定 PSE 的结构有效性。
探索性因素分析产生了三个有意义的组成部分，解释了相似比例的方差（25%、21%和 20%），反映了三个临床领域。三个子量表的内部一致性均为优秀（Cronbach's alpha >.90）。组内相关系数良好（.80）。假设检验证实了 PSE 的结构有效性。
PSE 具有出色的测量特性。PSE 的组成结构表明，PT 学生的物理治疗自我效能感不是通用的，而是针对特定的临床领域。由于自我效能感被认为是临床环境中表现的预测因素，因此增强自我效能感是教育干预的明确目标。需要进一步研究来确定该量表是否具有足够的特异性来评估教育干预对学生自我效能感的影响。
