护理教师临床领导风格量表（CLSS）的设计与心理测量学评估：一项序贯探索性混合方法设计

Designing and psychometric evaluation of the nursing instructors clinical leadership style scale (CLSS): a sequential exploratory mixed-methods design.

作者信息

Pouralizadeh Moluk, Ebadi Abbas, Leyli Ehsan Kazemnezhad, Bazzi Ali

机构信息

Department of Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences (GUMS), Rasht, Iran.

Nursing Care Research Center, Clinical Sciences Institute, Baqiyatallah University of Medical Sciences, Tehran, Iran.

出版信息

BMC Nurs. 2025 Aug 7;24(1):1040. doi: 10.1186/s12912-025-03694-6.

DOI:10.1186/s12912-025-03694-6

PMID:40775772

Abstract

BACKGROUND

Effective leadership in clinical nursing education is crucial for shaping competent practitioners and ensuring quality patient care. Despite its importance, there is no psychometrically validated instrument specifically designed to assess leadership styles in this context. This study aimed to develop and validate the Clinical Leadership Style Scale (CLSS), a tool for measuring leadership styles in clinical nursing education.

METHODS

A sequential exploratory mixed-methods design was employed with Iranian participants in three phases. Initial item generation was informed by a systematic review (25 articles, 1974-2024) and qualitative content analysis of interviews with 11 stakeholders (faculty, students, administrators). An initial pool of 57 items was created based on these findings and a review of 30 existing instruments. The scale was refined and validated with 522 nursing students through face validity, content validity (CVR > 0.56, κ > 0.75), item analysis (α = 0.87), exploratory factor analysis (KMO = 0.943), and confirmatory factor analysis (CFI = 0.97, RMSEA = 0.094).

RESULTS

The final 35-item CLSS measures three leadership styles: Dynamic Leadership (α = 0.96), Dysfunctional Authoritative Leadership (α = 0.93), and Systematic-Static Leadership (α = 0.78). The scale demonstrated strong internal consistency (α/Ω = 0.78-0.97), test-retest reliability (ICC = 0.88-0.92), and discriminant validity (HTMT < 0.37). A negative correlation was observed between Dynamic and Dysfunctional Authoritative styles (r = - 0.72), and a positive correlation between Dynamic and Systematic-Static styles (r = 0.58).

CONCLUSION

The CLSS is a reliable and valid instrument for evaluating leadership styles in clinical nursing education. It can support faculty development, promote positive leadership behaviors, and enhance educational outcomes.

摘要

背景

临床护理教育中的有效领导力对于培养合格的从业者和确保优质的患者护理至关重要。尽管其很重要，但尚无经过心理测量验证的专门用于评估这种背景下领导风格的工具。本研究旨在开发并验证临床领导风格量表（CLSS），这是一种用于测量临床护理教育中领导风格的工具。

方法

采用顺序探索性混合方法设计，分三个阶段对伊朗参与者进行研究。最初的项目生成基于系统综述（25篇文章，1974 - 2024年）以及对11名利益相关者（教师、学生、管理人员）的访谈的定性内容分析。基于这些发现以及对30种现有工具的回顾，创建了一个包含57个项目的初始库。通过表面效度、内容效度（CVR > 0.56，κ > 0.75）、项目分析（α = 0.87）、探索性因素分析（KMO = 0.943）和验证性因素分析（CFI = 0.97，RMSEA = 0.094），对522名护理专业学生进行量表的完善和验证。

结果

最终的35个项目的CLSS测量三种领导风格：动态领导（α = 0.96）、功能失调的权威领导（α = 0.93）和系统 - 静态领导（α = 0.78）。该量表显示出很强的内部一致性（α/Ω = 0.78 - 0.97）、重测信度（ICC = 0.88 - 0.92）和区分效度（HTMT < 0.37）。动态领导风格与功能失调的权威领导风格之间存在负相关（r = - 0.72），动态领导风格与系统 - 静态领导风格之间存在正相关（r = 0.58）。