Validation of Self-Directed Learning Instrument and Establishment of Normative Data for Nursing Students in Taiwan: Using Polytomous Item Response Theory

Su-Fen Cheng; Jane Lee-Hsieh; Michael A. Turton; Kuan-Chia Lin

doi:10.1097/jnr.0000000000000027

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医药卫生 > 预防保健与卫生学
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Validation of Self-Directed Learning Instrument and Establishment of Normative Data for Nursing Students in Taiwan: Using Polytomous Item Response Theory

验证自我导向学习量表及建置台湾护理学生自我导向学习常模－运用多元化试题反应理论

郑夙芬(Su-Fen Cheng) ；李皎正(Jane Lee-Hsieh) ； Michael A. Turton ；林宽佳(Kuan-Chia Lin)

The Journal of Nursing Research ； 22 卷 2 期 (2014 / 06 / 01) ， P90 - 100

英文 DOI： 10.1097/jnr.0000000000000027

自我导向学习；试题反应理论；量表发展；常模； self-directed learning ； item response theory ； scale development ； norm

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摘要 │ 参考文献 (32) │ 国际计量

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Background: Little research has investigated the establishment of norms for nursing students' self-directed learning (SDL) ability, recognized as an important capability for professional nurses. An item response theory (IRT) approach was used to establish norms for SDL abilities valid for the different nursing programs in Taiwan. Purposes: The purposes of this study were (a) to use IRT with a graded response model to reexamine the SDL instrument, or the SDLI, originally developed by this research team using confirmatory factor analysis and (b) to establish SDL ability norms for the four different nursing education programs in Taiwan. Methods: Stratified random sampling with probability proportional to size was used. A minimum of 15% of students from the four different nursing education degree programs across Taiwan was selected. A total of 7,879 nursing students from 13 schools were recruited. The research instrument was the 20-item SDLI developed by Cheng, Kuo, Lin, and Lee-Hsieh (2010). IRT with the graded response model was used with a two-parameter logistic model (discrimination and difficulty) for the data analysis, calculated using MULTILOG. Norms were established using percentile rank. Results: Analysis of item information and test information functions revealed that 18 items exhibited very high discrimination and two items had high discrimination. The test information function was higher in this range of scores, indicating greater precision in the estimate of nursing student SDL. Reliability fell between .80 and .94 for each domain and the SDLI as a whole. The total information function shows that the SDLI is appropriate for all nursing students, except for the top 2.5%. SDL ability norms were established for each nursing education program and for the nation as a whole. Conclusions: IRT is shown to be a potent and useful methodology for scale evaluation. The norms for SDL established in this research will provide practical standards for nursing educators and students in Taiwan.

参考文献 ( 32 ) 〈TOP〉

Ministry of Education, Taiwan, ROC. (2009). Higher education in Taiwan (1998-2012). Retrieved from http://www.edu.tw/pages/detail.aspx?Node=3752&Page=16043&Index=7&WID=31d75-a44-efff-4c44-a075-15a9eb7aecdf (Original work published in Chinese)
Taiwan Nursing Accreditation Council. (2006). Accreditation criteria. Retrieved from http://www.heeact.edu.tw/lp.asp?ctNode=352&CtUnit=118&BaseDSD=7&mp=5 (Original work published in Chinese)
Baker, F.(2001).The basics of item response theory.College Park, MD:ERIC Clearinghouse on Assessment and Evaluation, University of Maryland.
Burns, N.,Grove, S.(2009).The practice of nursing research: Appraisal, synthesis, and generation of evidence.St. Louis, MO:W.B. Saunders.
Chen, Y. H.、Wu, Y. Y.(1995)。Measurement and evaluation。Kaohsiung City, Taiwan, ROC:Fu Wen。

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