虚拟患者版拉斯特临床判断量表的心理测量特性。
Psychometric properties of the virtual patient version of the Lasater Clinical Judgment Rubric.
机构信息
Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden; Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Huddinge, Sweden.
School of Health Sciences, Örebro University, Örebro, Sweden.
出版信息
Nurse Educ Pract. 2019 Jul;38:14-20. doi: 10.1016/j.nepr.2019.05.016. Epub 2019 May 28.
A number of studies attest to the effectiveness of virtual patients in fostering and assessing students' development of clinical reasoning. An objective assessment of students' clinical reasoning is, however, challenging. This study focused on determining the psychometric properties of the virtual patient version of the Lasater Clinical Judgment Rubric, a rubric that is aimed at assessing nursing students' clinical reasoning processes when encountering virtual patients. A nonexperimental design was used in which data from 125 students' reflections on solving two different virtual patient scenarios were included in the analysis. First, a deductive content analysis was conducted using the categories of the rubric as a lens. After that, each student's performance was quantified according to the different levels of the rubric. Exploratory factor analysis and test of normality and reliability, including the Kaiser-Meyer-Olkin test, Bartlett's test, the Shapiro-Wilk test, and Cronbach's alpha were used in the analysis. The result suggested three factors: "Understanding the patient", "Care planning" and "Reflecting" that explained 81.8% of the variance. Cronbach's alpha was 0.931. The result showed the rubric to be a valid assessment instrument for assessing nursing students' clinical reasoning when encountering virtual patients.
许多研究证明虚拟患者在培养和评估学生临床推理能力方面的有效性。然而，对学生临床推理能力进行客观评估具有挑战性。本研究旨在确定虚拟患者版 Lasater 临床判断量表的心理测量学特性，该量表旨在评估护理学生在遇到虚拟患者时的临床推理过程。采用非实验设计，对 125 名学生解决两个不同虚拟患者情景的反思数据进行了分析。首先，使用量表的类别作为镜头进行演绎内容分析。之后，根据量表的不同级别对每个学生的表现进行量化。在分析中使用了探索性因素分析和正态性和可靠性检验，包括 Kaiser-Meyer-Olkin 检验、Bartlett 检验、Shapiro-Wilk 检验和 Cronbach 的 alpha。结果表明，三个因素，即“了解患者”、“护理计划”和“反思”，解释了 81.8%的方差。Cronbach 的 alpha 为 0.931。结果表明，该量表是评估护理学生在遇到虚拟患者时临床推理能力的有效评估工具。
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