背景:在腿部静脉性溃疡患者的治疗中,教育是获取知识的关键工具,培养适当的态度,推广最佳做法。因此,评估知识,技能,态度,信心,承诺变得至关重要,需要开发合适的评估工具。测试前和测试后评估与柯克帕特里克模型的2级一致。此外,护士教育者应将评估纳入教学序列。
目的:从心理上验证一种旨在评估护理本科生病因学知识的工具,预防,和静脉腿部溃疡的治疗。
方法:设计了一项多阶段研究来开发该工具并随后验证其心理测量特性。
方法:该研究在巴斯克地区大学的三个地点和阿利坎特大学的一个地点进行。
方法:共有516名来自所有四年护理学位课程的学生参加。
方法:结构定义和仪器开发先前已发布。本文介绍了心理测量学评估,其中涉及经典的项目分析,根据Rasch模型对心理测量特性进行分析,差分项目功能分析,通过在已知群体中进行假设检验来构建效度分析,通过内部一致性进行可靠性分析。
结果:结果验证了静脉腿溃疡知识问卷,将其从72个初始项目减少到36个最终项目。它被认为是一种有效和可靠的工具,能够检测已知组之间的统计学显著差异。第一年至第二年组的0-100量表知识得分为33.1(SD=19.5),和48.3(SD=17.5)第三至第四年组,展示了每年知识的进步和合乎逻辑的增长。
结论:静脉腿溃疡知识问卷似乎是测量护生静脉腿溃疡知识的有效和可靠的工具。然而,需要在不同的背景下进行进一步的研究来证实这些结果。
BACKGROUND: In the management of individuals with venous leg ulcers, education serves as a pivotal tool for acquiring knowledge, fostering appropriate attitudes, and promoting best practices. Consequently, assessing knowledge, skills, attitudes, confidence, and commitment becomes essential, necessitating the development of suitable evaluation instruments. Pre- and post-test assessments align with Level 2 of Kirkpatrick\'s model. Moreover, nurse educators should integrate assessment into the teaching-learning sequences.
OBJECTIVE: To psychometrically validate an instrument designed to assess undergraduate nursing students\' knowledge of the aetiology, prevention, and treatment of venous leg ulcers.
METHODS: A multi-phase study was designed to develop the tool and subsequently validate its psychometric properties.
METHODS: The study was conducted at three sites within the University of the Basque Country and one site within the University of Alicante.
METHODS: A total of 516 students from all four years of the nursing degree program participated.
METHODS: The construct definition and instrument development were previously published. This article presents the psychometric evaluation, which involved classical item analysis, analysis of psychometric properties according to the Rasch model, differential item functioning analysis, construct validity analysis through hypothesis testing in known groups, and reliability analysis via internal consistency.
RESULTS: The results validated the Knowledge on Venous Leg Ulcer Questionnaire, reducing it from 72 initial items to 36 definitive items. It was found to be a valid and reliable instrument, capable of detecting statistically significant differences between known groups. Knowledge scores on a 0-100 scale were found to be 33.1 (SD = 19.5) for the first-second year groups, and 48.3 (SD = 17.5) for the third-fourth year groups, demonstrating a progressive and logical increase in knowledge each year.
CONCLUSIONS: The Knowledge on Venous Leg Ulcer Questionnaire appears to be a valid and reliable instrument for measuring nursing students\' knowledge of venous leg ulcers. However, further research in different contexts is required to confirm these results.