Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Kunnskapsveien 55, 2007, KC228, Kjeller, Norway.
Norwegian Centre for Science Education, University of Oslo, Naturfagsenteret, Postboks 1106, Blindern, 0317, Oslo, Norway.
Int J Behav Nutr Phys Act. 2018 Jun 28;15(1):61. doi: 10.1186/s12966-018-0690-4.
Over the recent past, there has been an increase in nutrition information available to adolescents from various sources, which resulted into confusion and misinterpretation of the dietary advice. Results from international assessment frameworks such as PISA and TIMMS reflect the need for adolescents to critically appraise health information. While a number of scales measuring the critical health literacy of individuals exist; very few of these are devoted to critical nutrition literacy. More so, these scales target individuals with an advanced level of nutrition education, often gaging their proficiency in information appraisal in relation to principles of evidence-based medical research. The purpose of the present study was to examine the psychometric properties of a newly developed critical nutrition literacy scale (CNL-E) measuring adolescents' perceived proficiency in 'critically evaluating nutrition information from various sources'.
During spring 2015, more than 1600 tenth graders aged 15-16 years from approximately 60 schools in Norway responded to the five-item questionnaire using an electronic survey system. Applying Rasch analysis approach, we examined the psychometric properties of the CNL-E scale employing the RUMM2030 statistical package. To further investigate the dimensionality of the scale and test the underlying structure, we applied multidimensional Rasch modelling using the ConQuest 4 software and confirmatory factor analysis (CFA) using the Lisrel 9.30 software.
In our sample, the CNL-E stood out as a valid, reliable and well-targeted scale with good overall fit to the partial credit parameterization of the polytomous unidimensional Rasch model (PCM). All the items were sufficiently statistically independent, had ordered response categories and showed acceptable individual fit to the PCM. No item displayed within-item bias or differential item functioning (DIF).
From the observed CNL-E sum score, it is possible to draw plausible conclusions about how individuals critically evaluate nutrition information. Efforts to improve communication of nutrition information could benefit from applying validated measures such as the CNL-E scale. The CNL-E scale provides insight into how individuals without an advanced level of nutrition education, such as adolescents, determine the validity and reliability of nutrition information from various sources.
在最近一段时间里，青少年可以从各种来源获得更多的营养信息，这导致他们对饮食建议感到困惑和误解。国际评估框架（如 PISA 和 TIMMS）的结果反映出青少年需要批判性地评估健康信息。虽然有许多衡量个人健康关键素养的量表，但很少有专门用于衡量关键营养素养的量表。更重要的是，这些量表针对的是受过高级营养教育的个人，通常衡量他们在与循证医学研究原则相关的信息评估方面的熟练程度。本研究的目的是检验新开发的关键营养素养量表（CNL-E）的心理测量特性，该量表衡量青少年对“从各种来源批判性评估营养信息”的感知能力。
在 2015 年春季，来自挪威大约 60 所学校的 1600 多名 15-16 岁的十年级学生使用电子调查系统对包含 5 个条目的问卷进行了回复。我们使用 RUMM2030 统计软件包，采用 Rasch 分析方法，研究了 CNL-E 量表的心理测量特性。为了进一步研究该量表的维度结构并测试其潜在结构，我们使用 ConQuest 4 软件进行多维 Rasch 建模，并使用 Lisrel 9.30 软件进行验证性因素分析（CFA）。
在我们的样本中，CNL-E 是一个有效的、可靠的、目标明确的量表，与多类别单维 Rasch 模型（PCM）的部分信用参数化有良好的整体拟合度。所有条目的统计独立性都足够高，具有有序的反应类别，并且对 PCM 具有可接受的个体拟合度。没有条目的内部偏差或项目功能差异（DIF）。
从观察到的 CNL-E 总分，可以得出关于个体如何批判性地评估营养信息的合理结论。改善营养信息沟通的努力可能会受益于使用经过验证的措施，如 CNL-E 量表。CNL-E 量表提供了一个视角，可以了解没有高级营养教育背景的个体（如青少年）如何确定来自各种来源的营养信息的有效性和可靠性。
