Hughes Lynda J, Mitchell Marion L, Jones Cindy, Johnston Amy N B
Griffith University, School of Nursing and Midwifery, Nathan, Qld, 4111, Australia; Menzies Health Institute Queensland, Griffith University, Qld, 4111, Australia.
Griffith University, School of Nursing and Midwifery, Nathan, Qld, 4111, Australia; Menzies Health Institute Queensland, Griffith University, Qld, 4111, Australia; Princess Alexandra Hospital, Nurse Practice Development Unit, Ipswich Rd, Wolloongabba, Qld, 4102, Australia.
Nurse Educ Pract. 2020 Feb;43:102701. doi: 10.1016/j.nepr.2020.102701. Epub 2020 Jan 20.
Assessment of fitness for practice in the nursing student population is an essential yet challenging component of nursing education. The aim of this research was to describe the development and preliminary validation of the Assess-Safe instrument that explores assessors' experiences of grading nursing student performances in clinical courses when that performance is not a clear pass or fail. A 3 phase approach was used to develop and psychometrically test the instrument. Phase 1 involved the development of a pool of items following a literature review, coupled with findings from qualitative data. In phase 2, an expert panel rated the items for clarity and relevance, reducing the item pool. Assessors of Australian undergraduate nursing students from industry and academia were recruited for this study. A sample of 149 assessors across industry and academia completed the resultant survey to pilot test the instrument; constituting Phase 3. A high content validity index score of 0.95 was achieved through expert review. Construct validity using factor analysis revealed four factors including: assessor support; process support; assessor introspection; and student support. The Assess-Safe instrument achieved good internal reliability with an overall Cronbach's alpha coefficient of 0.77; and sub-scale scores ranging from 0.71 to 0.79. The Assess-Safe instrument demonstrated satisfactory psychometric properties and has utility for education programmes, research and policy development across a variety of practice based professions. Nonetheless, further psychometric validation is warranted.
评估护理专业学生的实践能力是护理教育中一项至关重要但又颇具挑战性的内容。本研究旨在描述“评估安全”工具的开发及初步验证过程，该工具用于探究评估者在临床课程中对护理专业学生表现进行评分时的经验，这些表现并非明确的及格或不及格情况。采用了三个阶段的方法来开发该工具并进行心理测量测试。第一阶段包括在文献综述以及定性数据结果的基础上生成一系列项目。在第二阶段，一个专家小组对项目的清晰度和相关性进行评分，从而减少项目数量。本研究招募了来自行业和学术界的澳大利亚本科护理专业学生的评估者。来自行业和学术界的149名评估者完成了最终调查，以对该工具进行试点测试，此为第三阶段。通过专家评审，该工具获得了0.95的高内容效度指数得分。使用因子分析的结构效度揭示了四个因素，包括：评估者支持；过程支持；评估者内省；以及学生支持。“评估安全”工具具有良好的内部信度，总体克朗巴哈系数为0.77，子量表得分在0.71至0.79之间。“评估安全”工具展示出了令人满意的心理测量特性，对各类基于实践的专业的教育项目、研究和政策制定具有实用价值。尽管如此，仍需进一步进行心理测量验证。
