Jadidi Ali, Khosravani Mahboobeh, Zand Soleiman, Safarabadi Mehdi
School of Nursing, Arak University of Medical Sciences, Arak, Iran.
Department of Medical Ethics, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran; Surgical technology department School of Allied Medical Sciences, Arak University of Medical, Arak, Iran.
Nurse Educ Pract. 2025 Jul;86:104418. doi: 10.1016/j.nepr.2025.104418. Epub 2025 May 31.
This study aimed to design and psychometrically evaluate a self-assessment instrument for clinical educator competencies in nursing.
The clinical educator competencies of nursing instructors had a significant impact on the quality of nursing education. However, no comprehensive instrument exists to measure this competence across multiple dimensions.
A methodological study was conducted in two stages: instrument development and psychometric evaluation.
This study was conducted in two stages from January 2022 to December 2023. In the first stage, a questionnaire was developed based on six dimensions: education, management, communication skills, ethical, personal and psychological competence. Content validity was assessed using expert evaluations and exploratory factor analysis (EFA) was performed to confirm construct validity. Reliability was evaluated using test-retest and internal consistency methods.
The final instrument consisted of 58 items across six dimensions. EFA confirmed five factors with eigenvalues greater than one, explaining 67.96 % of the total variance. The Kaiser-Meyer-Olkin (KMO) value was 0.825 and Bartlett's test was significant (p < 0.001). Reliability tests showed high internal consistency (α=0.967) and stability (correlation coefficient = 0.793).
The developed instrument demonstrated strong validity and reliability, making it suitable for assessing clinical educator competencies in nursing based on Waltz's four-step approach and the theory of planned behavior.
本研究旨在设计并对一项用于评估护理临床教育者能力的自我评估工具进行心理测量学评价。
护理教师的临床教育者能力对护理教育质量有重大影响。然而，尚无全面的工具可在多个维度上测量这种能力。
进行了一项分两个阶段的方法学研究：工具开发和心理测量学评价。
本研究于2022年1月至2023年12月分两个阶段进行。在第一阶段，基于教育、管理、沟通技巧、伦理、个人和心理能力六个维度编制了一份问卷。通过专家评估来评估内容效度，并进行探索性因素分析（EFA）以确认结构效度。使用重测法和内部一致性方法评估信度。
最终工具由六个维度的58个项目组成。EFA确认了五个特征值大于1的因素，解释了总方差的67.96%。Kaiser-Meyer-Olkin（KMO）值为0.825，Bartlett检验具有显著性（p<0.001）。信度测试显示出高内部一致性（α=0.967）和稳定性（相关系数=0.793）。
所开发的工具显示出很强的效度和信度，使其适用于基于华尔兹四步法和计划行为理论来评估护理临床教育者的能力。
