护理专业学生学习动力评定量表的编制及信效度检验

The Rating Scale of Learning Dynamic for Nursing Student(RSLDNS):development and testing of reliability and validity

目的编制适用于我国的护理专业学生学习动力评定量表。方法采用Klaus Krippendorff的内容分析法对开放式问卷数据进行分析并结合国内外相关研究,建立基本的概念框架,再用探索性因子分析发展量表的结构,最后用验证性因子分析证明量表结构的合理性和正确性。结果最终形成含有5个因子、32个条目的正式版护理专业学生学习动力评定量表,其效度检验中,探索性因子分析显示5个因子量表结构,共解释了总变异的53.697%。量表的重测相关系数、Cronbach′sα系数和分半系数分别为0.808、0.931、0.785。验证性因子分析显示拟合指数χ2、df、χ2/df、AGFI、GFI、CFI、RMSE、IFI、NFI分别为1545.11、457、3.381、0.872、0.889、0.910、0.054、0.910、0.877。结论护理专业学生学习动力评定量表信度和效度良好,可以作为我国护理专业学生学习动力的测评工具。

Objective To develop a rating scale of learning dynamic for nursing students and to test its reliability and validity. Methods The conceptual framework of learning dynamic was established by using content analysis method created by Klaus Krippendorff. Exploratory and confirmatory factor analytic approaches were used to develop and evaluate the intra-structure of the scale. Results The Rating Scale of Learning Dynamic for Nursing Student（RSLDNS） had five factors,explaining 53.697% of the total variance,and it had 32 items in total. The test-retest correlation coefficients,Cronbach′s α and split-half coefficients were 0.808,0.931,0.785 respectively for the total scale. The confirmatory factor analysis showed that the fit-indexes for χ2,df,χ2/df,AGFI,GFI,CFI,RMSE,IFI and NFI were 1545.11,457,3.381,0.872,0.889,0.910,0.054,0.910 and 0.877. Conclusion RSLDNS has excellent reliability and validity,which provides a useful tool to assess learning dynamic for Chinese nursing students.