Campus Docent Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain; Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Spain; Research Group GEIMAC (Group Consolidat 2017-1681: Grupo de Estudios de Invarianza de los Instrumentos de Medida y Análisis del Cambio en los Ámbitos Social y de la Salud), Spain; Research Group GIRISAME (International Researchers Group of Mental Health Nursing Care), Spain; Research Group REICESMA (Red Española Investigación de Enfermería en Cuidados de Salud Mental y Adicciones), Spain; Research Committee of the Campus Docent SJD, Spain.
Campus Docent Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain; Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Spain; Research Committee of the Campus Docent SJD, Spain.
Nurse Educ Today. 2019 May;76:109-117. doi: 10.1016/j.nedt.2019.02.002. Epub 2019 Feb 13.
Internationally, most countries recognize the right of the student to receive assistance from teachers and tutors. The Tutorial Action Plan is a teaching tool that aims to promote academic, personal, and professional development in students. It is important to monitor this process of tutoring to be able to provide appropriate guidance to nursing students throughout their education.
The objective of this study was to design and validate an instrument to measure and monitor nursing students' perceptions of the Tutorial Action Plan process.
This was a cross-sectional study conducted in two phases. The first consisted of the development of the Assessment Questionnaire for the Process of the Tutorial Action Plan through discussion groups and participant consensus. With 35 items related to the tutoring process, the questionnaire was designed to monitor the impact of that process. The items were grouped into four dimensions: Usefulness of the Tutorial Action Plan, Opinion about Tutor and Development of the Tutorial, Development of the Degree Final Project, and Usefulness and Completeness of the Learning Folder. In the second phase the psychometric properties of the questionnaire were evaluated, utilizing a sample of 410 nursing students. Reliability was measured by means of internal consistency, and construct validity was measured by means of confirmatory factor analysis.
The overall Cronbach's alpha was 0.93, ranging from 0.73 to 0.92 for the dimensions. Confirmatory factor analysis showed that the model fitted a four-factor structure.
The results indicate that the Assessment Questionnaire for the Process of the Tutorial Action Plan is a valid and reliable assessment tool. This instrument is essential in monitoring the impact of tutoring of nursing students throughout their time in the program, both from a global perspective of the construct of tutoring and from the perspectives of the four dimensions identified.
在国际上，大多数国家都承认学生有权获得教师和导师的帮助。辅导行动计划是一种教学工具，旨在促进学生的学术、个人和专业发展。重要的是要监控辅导过程，以便能够为护理学生在整个教育过程中提供适当的指导。
本研究的目的是设计和验证一种衡量和监测护理学生对辅导行动计划过程的看法的工具。
这是一项在两个阶段进行的横断面研究。第一阶段是通过讨论小组和参与者共识制定辅导行动计划过程评估问卷。该问卷有 35 个与辅导过程相关的项目，旨在监测该过程的影响。项目被分为四个维度：辅导行动计划的有用性、对导师和辅导发展的看法、学位论文的最终项目发展、学习文件夹的有用性和完整性。在第二阶段，利用 410 名护理学生的样本评估问卷的心理测量特性。通过内部一致性来衡量信度，通过验证性因素分析来衡量结构效度。
总体 Cronbach's alpha 为 0.93，各维度的范围为 0.73 至 0.92。验证性因素分析表明，该模型拟合了一个四因素结构。
结果表明，辅导行动计划过程评估问卷是一种有效且可靠的评估工具。该工具对于监测护理学生在整个学习过程中辅导的影响至关重要，既可以从辅导的结构的全局角度，也可以从确定的四个维度的角度进行监测。
