Abstract：
OBJECTIVE: To translate, culturally adapt and evaluate the psychometric properties of an Italian version of the Active Empathic Listening Scale (AELS-It) for first year students on a Bachelor degree in nursing.
BACKGROUND: Active and empathic listening is characterised by the active and emotional involvement of the listener and is particularly important for nurses to understand and address patients\' needs. When nurses demonstrate to patients that they are active and empathic listeners, it leads to deeper engagement and trust, strengthens the nurse-patient relationship and enhances the quality of care. Consequently, it is essential to incorporate active and empathic listening into nursing education, as it equips future nurses to communicate and respond to patients\' needs effectively. AELS is a tool that measures active and empathic listening styles. To the best of our knowledge, no study has validated and psychometrically tested AELS among nursing students and no studies have examined the application of the AELS scale within the Italian context.
METHODS: A three-phase validation study.
METHODS: The tool was first translated and adapted into Italian. A panel of 12 experts in nursing education evaluated the face and content validity. The psychometric properties of the Italian AELS (AELS-It) were assessed in a sample of nursing students. The dimensionality and construct validity of the tool were tested through exploratory and confirmatory factor analyses. Reliability was estimated using both traditional and composite methods.
RESULTS: A total of 207 students were included. The overall content validity index was 0.9. The exploratory factor analysis confirmed a three factor structure. Confirmatory factor analysis showed a second-order factor structure with adequate fit indices. The reliability of the second-order factor analysis for the scale was adequate, with Cronbach\'s α (0.877) and Composite-ω (0.875).
CONCLUSIONS: The Italian version of AELS-It proved to be a reliable tool to test active empathic listening in Italian nursing students and it could be a useful instrument in nursing education.
BACKGROUND: Active and empathic listening is characterised by the active and emotional involvement of the listener and is particularly important for nurses to understand and address patients\' needs. When nurses demonstrate to patients that they are active and empathic listeners, it leads to deeper engagement and trust, strengthens the nurse-patient relationship and enhances the quality of care. Consequently, it is essential to incorporate active and empathic listening into nursing education, as it equips future nurses to communicate and respond to patients\' needs effectively. AELS is a tool that measures active and empathic listening styles. To the best of our knowledge, no study has validated and psychometrically tested AELS among nursing students and no studies have examined the application of the AELS scale within the Italian context.
METHODS: A three-phase validation study.
METHODS: The tool was first translated and adapted into Italian. A panel of 12 experts in nursing education evaluated the face and content validity. The psychometric properties of the Italian AELS (AELS-It) were assessed in a sample of nursing students. The dimensionality and construct validity of the tool were tested through exploratory and confirmatory factor analyses. Reliability was estimated using both traditional and composite methods.
RESULTS: A total of 207 students were included. The overall content validity index was 0.9. The exploratory factor analysis confirmed a three factor structure. Confirmatory factor analysis showed a second-order factor structure with adequate fit indices. The reliability of the second-order factor analysis for the scale was adequate, with Cronbach\'s α (0.877) and Composite-ω (0.875).
CONCLUSIONS: The Italian version of AELS-It proved to be a reliable tool to test active empathic listening in Italian nursing students and it could be a useful instrument in nursing education.
摘要：
目的：翻译，在文化上适应并评估意大利语版本的主动移情听力量表（AELS-It）的心理测量特性，适用于获得护理学士学位的一年级学生。
背景：主动和同理倾听的特点是听众的主动和情感参与，对于护士理解和满足患者的需求尤为重要。当护士向病人证明他们是活跃和同情的听众时，它带来了更深的参与和信任，加强护患关系，提高护理质量。因此,将积极和同情的倾听纳入护理教育是至关重要的，因为它使未来的护士能够有效地沟通和回应患者的需求。AELS是衡量积极和同理倾听风格的工具。据我们所知,没有研究在护理专业学生中对AELS进行了验证和心理测试,也没有研究在意大利背景下对AELS量表的应用进行了检验.
方法：三阶段验证研究。
方法：该工具首先被翻译并改编成意大利语。由12名护理教育专家组成的小组评估了面部和内容的有效性。在护理学生样本中评估了意大利AELS（AELS-It）的心理测量特性。通过探索性和验证性因素分析测试了该工具的维度和结构效度。使用传统方法和复合方法估计可靠性。
结果：共纳入207名学生。总体内容效度指数为0.9。探索性因素分析证实了三因素结构。验证性因子分析显示了具有足够拟合指数的二阶因子结构。该量表的二阶因子分析的可靠性是足够的，Cronbach'sα(0.877)和复合ω(0.875)。
结论：意大利语版本的AELS-它被证明是测试意大利护理专业学生积极移情听力的可靠工具，并且可以成为护理教育的有用工具。
背景：主动和同理倾听的特点是听众的主动和情感参与，对于护士理解和满足患者的需求尤为重要。当护士向病人证明他们是活跃和同情的听众时，它带来了更深的参与和信任，加强护患关系，提高护理质量。因此,将积极和同情的倾听纳入护理教育是至关重要的，因为它使未来的护士能够有效地沟通和回应患者的需求。AELS是衡量积极和同理倾听风格的工具。据我们所知,没有研究在护理专业学生中对AELS进行了验证和心理测试,也没有研究在意大利背景下对AELS量表的应用进行了检验.
方法：三阶段验证研究。
方法：该工具首先被翻译并改编成意大利语。由12名护理教育专家组成的小组评估了面部和内容的有效性。在护理学生样本中评估了意大利AELS（AELS-It）的心理测量特性。通过探索性和验证性因素分析测试了该工具的维度和结构效度。使用传统方法和复合方法估计可靠性。
结果：共纳入207名学生。总体内容效度指数为0.9。探索性因素分析证实了三因素结构。验证性因子分析显示了具有足够拟合指数的二阶因子结构。该量表的二阶因子分析的可靠性是足够的，Cronbach'sα(0.877)和复合ω(0.875)。
结论：意大利语版本的AELS-它被证明是测试意大利护理专业学生积极移情听力的可靠工具，并且可以成为护理教育的有用工具。
