Olaussen Camilla, Jelsness-Jørgensen Lars-Petter, Tvedt Christine Raaen, Hofoss Dag, Aase Ingunn, Steindal Simen A
Lovisenberg Diaconal University College, Oslo, Norway.
The University of Stavanger, Stavanger, Norway.
Nurs Open. 2021 May;8(3):1254-1261. doi: 10.1002/nop2.742. Epub 2020 Dec 23.
To translate The Clinical Learning Environment Comparison Survey (CLECS) into Norwegian and to evaluate the psychometric properties of the Norwegian version.
A cross-sectional survey including a longitudinal component.
The CLECS was translated into Norwegian following the World Health Organization guidelines, including forward translation, expert panel, back-translation, pre-testing and cognitive interviewing. Nursing students at a Norwegian university college were invited to participate in the study (psychometrical testing) based on informed consent. Reliability and validity of the translated version of CLECS were investigated using a confirmatory factor analysis (CFA), Cronbach's alpha and test-retest analysis.
A total of 122 nursing students completed the questionnaire and Cronbach alphas for the CLECS subscales ranged from 0.69 to 0.89. CFA goodness-of-fit indices (χ /df = 1.409, CFI = 0.915, RMSEA = 0.058) showed acceptable model fit. Test-retest ICC ranged from 0.55 to 0.75, except for two subscales with values below 0.5.
将临床学习环境比较调查（CLECS）翻译成挪威语，并评估挪威语版本的心理测量特性。
一项包括纵向成分的横断面调查。
按照世界卫生组织的指南将CLECS翻译成挪威语，包括正向翻译、专家小组、回译、预测试和认知访谈。基于知情同意，邀请挪威一所大学学院的护理专业学生参与该研究（心理测量测试）。使用验证性因素分析（CFA）、克朗巴哈系数和重测分析来研究CLECS翻译版本的信度和效度。
共有122名护理专业学生完成了问卷，CLECS各分量表的克朗巴哈系数在0.69至0.89之间。CFA拟合优度指数（χ²/df = 1.409，CFI = 0.915，RMSEA = 0.058）显示模型拟合可接受。重测组内相关系数在0.55至0.75之间，除了两个分量表的值低于0.。 5。
