臨床護理教師行為量表之心理特徵測量

Psychometric Characteristics of the Clinical Nursing Mentors' Behavior Scale

10.6224/JN.000054

趙容(Rong Zhao)；陳燕華(Yan-Hua Chen)；俞惠婷(Hui-Ting Yu)；肖璐(Lu Xiao)；文靜(Jing Wen)；葉子裴(Tzu-Pei Yeh)

臨床護理教師 ； 行為 ； 效度 ； 信度 ； clinical nursing mentors ； behavior ； validity ； reliability

護理雜誌

64卷4期（2017 / 08 / 01）

53 - 62

繁體中文

背景　臨床護理教師的行為對護生的學習效果與體驗有重要影響，準確評值教師的指導行為，是培訓、規範、指引和提升臨床護理教師行為和教學品質的前提。目的　檢驗臨床護理教師行為量表的信、效度。方法　量表驗證第一階段為7名中國護理教育專家評值量表，以專家效度修訂量表；第二階段由63名臨床護理教師進行再測信度檢驗；第三階段採橫斷性研究方便取樣方式，選取中國北京、深圳、四川等5所醫院護理人員進行網路和現場調查，回收有效問卷766份，通過項目分析、建構效度、內在一致性分析及區辨效度等，驗證量表的心理測量特徵。結果　本量表的專家效度值為.91，再測信度為.89，項目鑑別度為9.42－22.43（p ＜ .001），項目與量表總分相關係數為.35－ .70（p ＜ .001）。探索性因素分析結果為23個項目，萃取出「引導個人成長」、「促進專業發展」及「提供社會心理支援」三個因素，各因素負荷量為.51－ .79，總解釋變異量為50.99%。總量表內在一致性Cronbach’s α值為.92，三個因素分別為.89、.86及.75。結論　本研究之臨床護理教師行為量表具良好之信效度，能提供評值臨床護理教師指導行為之測量工具。

Background: The behavior of mentors impacts the quality and experience of nursing students who are studying in clinical placement. Accurately assessing the behavior of mentors is fundamental to training, regulating, guiding, and improving their behavior and quality of teaching. Purpose: To test the validity and reliability of the Clinical Nursing Mentors' Behavior Scale (CNMBS) among mentors. Methods: This study included three stages. During the first stage, seven Chinese experts were invited to evaluate content validity. During the second stage, the test-retest reliability was examined with 63 mentors. During the third stage, a cross-sectional study was conducted. Seven hundred and sixty-six nursing mentors from five hospitals in Beijing, Shenzhen, and Sichuan completed the survey either online or in hard copy form. The data collected from the questionnaire were analyzed using item analysis, construct validity, internal consistency and discriminant validity, with the results used to determine the psychometric characteristics of the CNMBS. Results: The content validity index for the CNMBS was .91. The intra-class correlation coefficient was .89; the range of the item discrimination critical ratio was 9.42-22.43 (p ＜ .001), and the item-total correlation was .35- .70 (p ＜ .001). The three factors of ＂guiding personal growth＂, ＂promoting professional development＂, and ＂providing psychosocial support＂ and a total of 23 items were identified, with item factor loadings ranging from .51 to .79. The three factors explained 50.99% of total variance. The internal consistency of the CNMBS earned a Cronbach's α coefficient of .92, while those of the three subscales were .89, .86 and .75, respectively. Conclusion: The Clinical Nursing Mentors' Behavior Scale demonstrated high validity and reliability, supporting the CNMBS as a valid tool for assessing the teaching behavior of mentors.

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