检验韩国临床学习环境、督导和护士教师量表（CLES+t）的测量不变性。

Testing the measurement invariance of the Korean clinical learning environment, supervision and nurse teacher (CLES+t) scale.

机构信息

College of Nursing, Daegu Catholic University, 33 Duryugongwon-ro 17-gil, Nam-gu, Daegu 42472, Republic of Korea.

Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul 06974, Republic of Korea.

出版信息

Nurse Educ Today. 2021 Dec;107:105140. doi: 10.1016/j.nedt.2021.105140. Epub 2021 Sep 10.

DOI:10.1016/j.nedt.2021.105140

Abstract

BACKGROUND

In 2018, the Korean version of the Clinical Learning Environment, Supervision, and Nurse Teacher scale was evaluated for validity and reliability.

OBJECTIVES

This study aimed to test the instrument's measurement invariance and to compare the latent means of groups.

DESIGN

This was a cross-sectional study.

SETTINGS

Nursing departments in four metropolitan cities and five regions of Korea. The study sample comprised 507 nursing students.

PARTICIPANTS

Bachelor's-level nursing students in their third and fourth years who have experienced clinical practicum.

METHODS

Data were collected from November 11 to December 24, 2018 using the Korean Clinical Learning Environment, Supervision, and Nurse Teacher scale. Confirmatory factor analysis and multi-group confirmatory factor analysis were conducted. Measurement invariance of the Korean Clinical Learning Environment, Supervision, and Nurse Teacher scale was tested in the following order: configural invariance, factor-loading invariance, intercept invariance, factor variance/covariance invariance, and residual invariance, by student year, hospital grade (tertiary or general hospital) and assignment of a nurse instructor (or not).

RESULTS

The measurement invariance of the Korean Clinical Learning Environment, Supervision, and Nurse Teacher scale by student year and hospital grade were confirmed by configural invariance, factor-loading invariance, intercept invariance, factor variance/covariance invariance, and residual invariance. The measurement invariance of the scale by assignment of a nurse instructor (or not) was also confirmed for configural invariance, factor-loading invariance, partial intercept invariance, partial factor variance/covariance invariance, and partial residual invariance. Comparing latent mean values, there was a statistically significant difference in the mean of the sub-dimensions of the Korean Clinical Learning Environment, Supervision, and Nurse Teacher scale by student year, hospital grade, and nurse assignment (or not).

CONCLUSIONS

The Korean Clinical Learning Environment, Supervision, and Nurse Teacher scale is an appropriate instrument for measuring the clinical learning environment regardless of student year, hospital grade, or nurse assignment.

摘要

背景

2018 年，对韩国版临床学习环境、监督和护士教师量表进行了有效性和可靠性评估。

目的

本研究旨在检验该工具的测量不变性，并比较群体的潜在均值。

设计

这是一项横断面研究。

设置

韩国四个大都市和五个地区的护理系。研究样本包括 507 名护理专业学生。

参与者

有临床实习经验的三年级和四年级本科护理学生。

方法

2018 年 11 月 11 日至 12 月 24 日，使用韩国临床学习环境、监督和护士教师量表收集数据。进行验证性因素分析和多组验证性因素分析。按照学生年级、医院级别（三级或二级医院）和护士教师分配（或不分配）的顺序，依次检验韩国临床学习环境、监督和护士教师量表的测量不变性：结构不变性、因子负荷不变性、截距不变性、因子方差/协方差不变性和残差不变性。

结果

通过结构不变性、因子负荷不变性、截距不变性、因子方差/协方差不变性和残差不变性，确认了学生年级和医院级别对韩国临床学习环境、监督和护士教师量表的测量不变性。通过结构不变性、因子负荷不变性、部分截距不变性、部分因子方差/协方差不变性和部分残差不变性，也确认了对护士教师分配（或不分配）的量表的测量不变性。比较潜在均值，学生年级、医院级别和护士教师分配（或不分配）对韩国临床学习环境、监督和护士教师量表的子维度的均值存在统计学显著差异。