Almalkawi Ibraheim, Jester Rebecca, Terry Louise
School of Health and Social Care, London South Bank University, 103 Borough Road, London SE1 0AA, United Kingdom.
University of Wolverhampton, Faculty of Education Health and Wellbeing, Gorway Road WS1 3BD, United Kingdom.
Nurse Educ Today. 2021 May;100:104859. doi: 10.1016/j.nedt.2021.104859. Epub 2021 Mar 8.
Concerns about reliability and validity of practice-based assessment of professional competencies are frequently reported in the literature. Difficulty in understanding competency statements or distinguishing different achievement levels has been found to be a major factor.
To develop a consensus-based scoring rubric based on stakeholders' interpretations of level descriptors for student nurses' professional values competencies.
Two rounds of Classic e-Delphi.
This study was conducted in a London based university using Bristol Online Survey website as a host.
100 stakeholders with vested interests in undergraduate pre-registration nurse education were purposefully invited to participate.
Round one collected free-text interpretations of the United Kingdom Nursing and Midwifery Council professional values competency statements. Round two used a Likert scale questionnaire to measure the level of agreement to the level descriptor statements generated through round one. Responses were analysed through content analysis in round one and consensus measure in round two. A threshold of 70% agreement to determine consensus was set in advance.
In round one, 47 participants provided their interpretations of the competency statements. In round two, 51 participants completed the questionnaire. All 24 items achieved a strong consensus with 86%-100% of participants agreeing or strongly agreeing with the statements.
A Delphi study was successfully used to develop a consensus-based scoring rubric with clearly stated descriptors for professional values competency statements. This scoring rubric holds the potential to enhance practice-based assessment across all healthcare professional disciplines.
文献中经常报道对基于实践的专业能力评估的可靠性和有效性的担忧。已发现难以理解能力陈述或区分不同的成就水平是一个主要因素。
根据利益相关者对学生护士专业价值观能力水平描述符的解释，制定一个基于共识的评分标准。
两轮经典电子德尔菲法。
本研究在伦敦的一所大学进行，以布里斯托尔在线调查网站为平台。
特意邀请了100名对本科预注册护士教育有既得利益的利益相关者参与。
第一轮收集对英国护理和助产士理事会专业价值观能力陈述的自由文本解释。第二轮使用李克特量表问卷来衡量对通过第一轮生成的水平描述符陈述的同意程度。第一轮通过内容分析进行回应分析，第二轮通过共识测量进行分析。预先设定了70%的同意阈值来确定共识。
在第一轮中，47名参与者提供了他们对能力陈述的解释。在第二轮中，51名参与者完成了问卷。所有24项均达成了强烈共识，86%-100%的参与者同意或强烈同意这些陈述。
一项德尔菲研究成功地用于制定一个基于共识的评分标准，其中对专业价值观能力陈述有明确规定的描述符。这个评分标准有可能加强所有医疗保健专业学科基于实践的评估。
