Leake B, Nyamathi A, Gelberg L
School of Medicine, University of California, Los Angeles 90095-6918, USA.
Med Care. 1997 Aug;35(8):747-55. doi: 10.1097/00005650-199708000-00001.
Measures of acquired immunodeficiency syndrome (AIDS)-related knowledge that have good psychometric properties are needed to evaluate the impact of educational interventions, particularly among impoverished populations. Few measures that satisfy these requirements are available. The authors describe the psychometric characteristics and composition of a subset of 21 AIDS knowledge items from the questionnaire used by the National Center for Health Statistics.
The study was conducted with a convenience sample of women and their significant others or close friends in nine homeless shelters and 11 residential drug recovery programs in the skid row area of Los Angeles from 1991 to 1993. Trained nurses and outreach workers collected data from 486 predominately African-American adults before delivery of well-established, culturally sensitive AIDS educational intervention. A subset of 334 participants were re-interviewed 6 months later.
A total scale score was calculated from a one-factor solution, and two subscale scores were formed based on a two-factor solution. One subscale was composed of primarily cognitive items, whereas the second subscale contained mainly transmission-related items. The internal consistency reliability of the overall scale was 0.89; the two subscales had alphas of 0.80 and 0.92. The measures have face validity, and support for convergent validity was found. Further, even though AIDS knowledge in the sample was relatively high, all three measures showed marked improvement in the subsample of respondents who were re-interviewed after receiving AIDS-related educational information.
These measures show promise for assessing AIDS knowledge and the efficacy of AIDS education programs in vulnerable populations. The findings reported here, however, are preliminary. Test-retest reliability needs to be examined, and additional studies are needed with samples that are more culturally diverse and include socially isolated individuals.
需要具备良好心理测量特性的获得性免疫缺陷综合征（艾滋病）相关知识测量方法，以评估教育干预措施的效果，尤其是在贫困人群中。满足这些要求的测量方法很少。作者描述了美国国家卫生统计中心问卷中21个艾滋病知识项目子集的心理测量特征和构成。
1991年至1993年，在洛杉矶贫民窟地区的9个无家可归者收容所和11个住院戒毒康复项目中，对妇女及其重要他人或密友进行了便利抽样研究。训练有素的护士和外展工作人员在提供成熟的、具有文化敏感性的艾滋病教育干预之前，从486名主要为非裔美国成年人中收集数据。6个月后，对334名参与者进行了再次访谈。
通过单因素解决方案计算出总量表得分，并基于双因素解决方案形成两个子量表得分。一个子量表主要由认知项目组成，而第二个子量表主要包含与传播相关的项目。总量表的内部一致性信度为0.89；两个子量表的阿尔法系数分别为0.80和0.92。这些测量方法具有表面效度，并发现了收敛效度的支持。此外，尽管样本中的艾滋病知识相对较高，但在接受艾滋病相关教育信息后接受再次访谈的受访者子样本中，所有三项测量方法都显示出显著改善。
这些测量方法有望用于评估弱势群体中的艾滋病知识和艾滋病教育项目的效果。然而，这里报告的结果是初步的。需要检查重测信度，并且需要对更多文化多样且包括社会孤立个体的样本进行额外研究。
