School of Nursing, University at Buffalo, Buffalo, NY, USA.
School of Health and Human Science, Department of Nursing and Midwifery, University of Huddersfield, Queensgate, Huddersfield, UK, and School of Health, University of New England, Armidale, Australia.
Glob Health Sci Pract. 2018 Oct 4;6(3):528-537. doi: 10.9745/GHSP-D-18-00031. Print 2018 Oct 3.
Global health education in tertiary institutions worldwide is at an all-time high. Until recently, most evaluations of student learning from a global exposure was in the form of a reflective paper with little information that would enable standardized assessment of the competencies gained. In 2015, the Consortium of Universities for Global Health (CUGH) published a set of interprofessional global health competencies that were drawn upon to create a Global Health Competency Self-Confidence Scale and workbook. This study reports the development and validation of the scale and its implications for global health education.
In total, 126 graduate students from a university in New York State participated in the validation process of the Global Health Competency Self-Confidence Scale-an 11-domain, 22-item competency self-assessment to measure the level of confidence of students before and after undertaking a global learning experience. The team used factor analysis to compare the scale to the Global Health Competency Survey for content validity and reliability.
Reliability and validity of the scale was determined. An exploratory factor analysis identified 4 standalone components as: (1) Ethical and Professional Practice, (2) Capacity Strengthening and Planning, (3) Structural and Social Determinants of Health, and (4) Strategic Analysis. The scale showed excellent internal consistency (Cronbach's alpha=0.92) and test-retest reliability (reliability (r)=0.455; <.001). Concurrent validity was established.
The Global Health Competency Self-Confidence Scale contributes to a further consolidation and refinement of competency groupings into components of global health education and offers a scale to assess student learning in global placements.
全球范围内，高校的全球健康教育培训正处于历史最高水平。直到最近，大多数对全球经历学生学习成果的评估都是以反思报告的形式进行的，这些报告几乎没有提供能够实现能力获得标准化评估的信息。2015 年，全球健康大学联盟（CUGH）发布了一套跨专业的全球健康能力标准，在此基础上创建了全球健康能力自我效能感量表和工作手册。本研究报告了该量表的开发和验证及其对全球健康教育的意义。
纽约州一所大学的 126 名研究生参与了全球健康能力自我效能感量表的验证过程——这是一个 11 个领域、22 个项目的能力自我评估，用于衡量学生在进行全球学习经历前后的信心水平。该团队使用因子分析比较了该量表与全球健康能力调查的内容效度和信度。
确定了该量表的信度和效度。探索性因子分析确定了 4 个独立的组成部分：（1）道德和专业实践，（2）能力建设和规划，（3）卫生的结构和社会决定因素，（4）战略分析。该量表显示出极好的内部一致性（Cronbach's alpha=0.92）和重测信度（reliability (r)=0.455; <.001）。同时也建立了效标关联效度。
全球健康能力自我效能感量表有助于进一步巩固和完善全球健康教育培训的能力分组，将其分为全球健康教育的组成部分，并提供了一种评估学生全球实习学习成果的量表。
