Li Yue Yi, Tong Lai Kun, Au Mio Leng, Ng Wai I, Wang Si Chen, Liu Yongbing, Zhong Liqiang, Shen Yi, Qiu Xichenhui
Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China.
School of Nursing, Yangzhou University, No.136, Jiangyang Middle Road, Hanjiang District, Yangzhou, Jiangsu Province, China.
BMC Nurs. 2024 Oct 7;23(1):717. doi: 10.1186/s12912-024-02390-1.
There is currently no dedicated measurement for assessing nursing students' study interest in China. Considering the good reliability, validity, and widespread applicability of the Study Interest Questionnaire-Short Form (SIQ-SF), the objective of this study was to validate its usage among Chinese nursing students.
The translation and cross-cultural adaptation rigorously followed the modified Brislin model. A cross-sectional survey was conducted using the Chinese version of the SIQ-SF and convenience sampling was employed to select nursing students. The Psychometric evaluation of the Chinese version of the SIQ-SF was conducted based on Classical Test Theory and Item Response Theory.
A total of 1158 participants were included in the analysis. The item-level content validity index (CVI) ranged from 0.9 to 1.0, and the scale-level CVI was 0.98. In the Exploratory factor analysis, three factors with eigenvalues above 1 were identified, accounting for 62.554% of the cumulative variance. In the confirmatory factor analysis, the CMIN\DF was 5.639, the GFI was 0.953, the CFI was 0.902, and the IFI was 0.904. The Cronbach's α coefficient of the Chinese version of the SIQ-SF was 0.70. Thirty-one participants were invited to sign the scale after two weeks. The intraclass correlation coefficient was 0.784, and that of items ranged from 0.70 to 0.819. The infit MnSQ values ranged between 0.76 and 1.51, and the outfit MnSQ values ranged between 0.72 and 1.76. The point-measure correlation value ranged between 0.30 and 0.68. The item difficulty measures ranged from - 0.66 to 1.44 logit and the individual learning interest estimations ranged from - 4.22 to 4.97 logit. DIF contrast ranged from 0.00 to 0.33 logits, with all p values greater than 0.05.
The Chinese version of the SIQ-SF demonstrated acceptable reliability and validity among Chinese nursing students and could be used to assess nursing students' study interest in China. With the aid of this scale, teachers can gain a better understanding of nursing students' study interests, thereby maximizing their learning effects through appropriate content and methods.
目前在中国尚无专门用于评估护理专业学生学习兴趣的测量工具。鉴于学习兴趣问卷简表（SIQ-SF）具有良好的信度、效度和广泛的适用性，本研究旨在验证其在中国护理专业学生中的应用效果。
翻译和跨文化调适严格遵循改良的布里斯林模型。采用中文版SIQ-SF进行横断面调查，并通过便利抽样选取护理专业学生。基于经典测验理论和项目反应理论对中文版SIQ-SF进行心理测量学评价。
共有1158名参与者纳入分析。项目层面的内容效度指数（CVI）范围为0.9至1.0，量表层面的CVI为0.98。探索性因素分析中，提取了3个特征值大于1的因素，累积方差贡献率为62.554%。验证性因素分析中，CMIN\DF为5.639，GFI为0.953，CFI为0.902，IFI为0.904。中文版SIQ-SF的Cronbach's α系数为0.70。两周后邀请31名参与者对量表进行重测。组内相关系数为0.784，各项目的组内相关系数范围为0.70至0.819。内拟合MnSQ值范围为0.76至1.51，外拟合MnSQ值范围为0.72至1.76。点测量相关值范围为0.30至0.68。项目难度测量范围为-0.66至1.44对数单位，个体学习兴趣估计范围为-4.22至4.97对数单位。差异项目功能（DIF）对比范围为0.00至0.33对数单位，所有p值均大于0.05。
中文版SIQ-SF在中国护理专业学生中显示出可接受的信度和效度，可用于评估中国护理专业学生的学习兴趣。借助该量表，教师能够更好地了解护理专业学生的学习兴趣，从而通过适当的教学内容和方法最大限度地提高他们的学习效果。
