Faculty of Science Medicine & Health, School of Nursing, University of Wollongong, Wollongong, NSW 2522, Australia; Bankstown-Lidcombe Hospital, South Western Sydney Local Health District, Bankstown, NSW 2200, Australia.
Faculty of Science Medicine & Health, School of Nursing, University of Wollongong, Wollongong, NSW 2522, Australia; Centre for Research in Nursing and Health, St George Hospital, South Eastern Sydney Local Health District, Kogarah, NSW 2217, Australia.
Nurse Educ Today. 2018 Nov;70:28-33. doi: 10.1016/j.nedt.2018.08.008. Epub 2018 Aug 17.
Clinical supervision of pre-registration nursing students has become an integral role of the registered nurse. The Clinical Supervision Self-assessment Tool relating to knowledge (CSAT-Knowledge) and the individual's skills (CSAT-Skills) of clinical supervision and comprising of 30 items each originally is widely used for nurses in Australia. However, the psychometric properties of this tool have not been previously reported.
To adapt the Clinical Supervision Self-Assessment Tool for nurses and to investigate the psychometric properties of the modified tool to measure registered nurses' knowledge and skills regarding supervising pre-registration nursing students.
Instrument adaptation and psychometric testing.
PARTICIPANTS/SETTINGS: A convenience sample of 229 registered nurses in a tertiary teaching hospital in Australia.
A two-phase prospective study was conducted. Phase 1 involved the modification of the Clinical supervision Self-Assessment Tool, content validity and pilot testing of the modified version. Phase 2 included the psychometric testing of the modified Clinical Supervision Self-Assessment Tool (mCSAT-Knowledge; mCSAT-Skills).
The mCSAT-Knowledge and mCSAT-Skills comprised of 30 items each. The content validity of the mCSAT was considered satisfactory based on the feedback from the expert panel. Results of the exploratory factor analysis supported a three-factor structure identified as: evaluating clinical learning; facilitating clinical learning and problem solving. The internal consistency was high with a Cronbach's alpha values >0.90. The construct validity was supported as nurses who had undertaken clinical supervision training demonstrated significantly higher clinical supervision knowledge and skills scores than those had no training.
The findings provide empirical support for the modified Clinical Supervision Self-Assessment Tool as a valid measure of registered nurses' knowledge and skills regarding the clinical supervision of pre-registration nursing students. The tool requires further psychometric testing in different samples of nurses to enable validation in other settings.
临床监督护理专业学生已成为注册护士不可或缺的角色。临床监督自我评估工具（CSAT）涉及知识（CSAT-Knowledge）和临床监督的个人技能（CSAT-Skills），共包含 30 个项目，最初在澳大利亚广泛用于护士。然而，该工具的心理测量学特性尚未得到报道。
改编护士临床监督自我评估工具，并研究修改后的工具测量注册护士监督护理专业学生的知识和技能的心理测量学特性。
工具改编和心理测量测试。
参与者/设置：澳大利亚一所三级教学医院的 229 名注册护士的便利样本。
进行了一项两阶段前瞻性研究。第 1 阶段涉及临床监督自我评估工具的修改、内容有效性和修改版本的试点测试。第 2 阶段包括对修改后的临床监督自我评估工具（mCSAT-Knowledge；mCSAT-Skills）的心理测量测试。
mCSAT-Knowledge 和 mCSAT-Skills 各包含 30 个项目。基于专家小组的反馈，mCSAT 的内容有效性被认为是令人满意的。探索性因素分析的结果支持了三个因素结构，分别是：评估临床学习；促进临床学习和解决问题。内部一致性很高，Cronbach's alpha 值>0.90。结构有效性得到支持，因为接受过临床监督培训的护士表现出显著更高的临床监督知识和技能评分，而没有接受培训的护士则没有。
这些发现为修改后的临床监督自我评估工具提供了实证支持，该工具是衡量注册护士对护理专业学生临床监督的知识和技能的有效工具。该工具需要在不同的护士样本中进行进一步的心理测量学测试，以使其在其他环境中得到验证。
