一项针对健康专业学生和专业人员视觉素养的量表开发。

A Scale Development for Visual Literacy on Health Students and Professionals.

作者信息

Wang Ya-Huei, Liao Hung-Chang

机构信息

Department of Applied Foreign Languages, Chung Shan Medical University, Taichung, Taiwan.

Department of Medical Education, Chung Shan Medical University Hospital, Taichung, Taiwan.

出版信息

J Multidiscip Healthc. 2023 Oct 25;16:3129-3141. doi: 10.2147/JMDH.S416196. eCollection 2023.

DOI:10.2147/JMDH.S416196

PMID:37908342

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10613567/

Abstract

OBJECTIVE

Viewing that there is a lack of valid and reliable measures to assess visual literacy in clinical and healthcare settings, this study aimed to develop a visual literacy scale to assess health students' and professionals' visual literacy, by which teachers can further help them sharpen their visual literacy skills and sensitivity to let them reach effective communication in clinical and healthcare settings.

METHODS

The scale was constructed according to Slavec and Drnovšek's three-phase scale development process: theoretical significance and existence of the scale construct, representative data collection and appropriate data collection methods, and statistical analysis of data collection and statistical evidence of the scale construct. To investigate the psychometrical properties, the researchers first performed a pilot study on randomly selected 464 health students and professionals, using exploratory factor analysis (EFA) with SPSS to derive the hidden factor structure, and then on randomly selected 303 participants, using confirmatory factor analysis (CFA) with AMOS to validate the derived factor structure. Internal consistency, convergent validities, discriminant validities, and goodness-of-fit indices were also examined in the study.

RESULTS

After going through the EFA, 30 items in three factors were identified: "allegorical meaning" (12 items), "explicit meaning" (10 items), and "symbolic meaning" (8 items). The three factors explained 73.191 of the total variance. The CFA generated the same three factors and 22 items: "allegorical meaning" (12 items), "explicit meaning" (4 items), and "symbolic meaning" (6 items). The three factors accounted for 75.022% of variance. Both the EFA and CFA models demonstrated satisfactory goodness-of-fit and good convergent and discriminant validities. Regarding the reliabilities, the Cronbach's alpha values in the EFA and CFA models were all above 0.90.

CONCLUSION

The findings have demonstrated that the VLS-HSP can be a formal instrument to measure visual literacy on health students and professionals.

摘要

目的

鉴于在临床和医疗环境中缺乏有效且可靠的视觉素养评估方法，本研究旨在开发一种视觉素养量表，以评估健康专业学生和从业人员的视觉素养，教师可借此进一步帮助他们提高视觉素养技能和敏感度，从而在临床和医疗环境中实现有效沟通。

方法

该量表依据斯拉韦茨和德尔诺夫舍克的三阶段量表开发流程构建：量表结构的理论意义与存在性、代表性数据收集及适当的数据收集方法，以及数据收集的统计分析和量表结构的统计证据。为研究心理测量特性，研究人员首先对随机选取的464名健康专业学生和从业人员进行了预试验，使用SPSS进行探索性因素分析（EFA）以得出潜在因素结构，然后对随机选取的303名参与者进行研究，使用AMOS进行验证性因素分析（CFA）以验证得出的因素结构。研究中还检验了内部一致性、收敛效度、区分效度和拟合优度指标。

结果

经过探索性因素分析，确定了三个因素中的30个项目：“寓意”（12项）、“明确意义”（10项）和“象征意义”（8项）。这三个因素解释了总方差的73.191%。验证性因素分析得出了相同的三个因素和22个项目：“寓意”（12项）、“明确意义”（4项）和“象征意义”（6项）。这三个因素占方差的75.022%。探索性因素分析和验证性因素分析模型均显示出令人满意的拟合优度以及良好的收敛效度和区分效度。关于信度，探索性因素分析和验证性因素分析模型中的克朗巴赫α值均高于0.90。