• Research in Community and Public Health Nursing
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• v.29 no.2
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• pp.220-230
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• 2018

Purpose: This study was conducted to evaluate clinical competency of nursing students and to examine the validity and reliability of the scale. Methods: The Clinical Competency Scale was formed through modification of Lee's Clinical Competency Scale that was originally developed in 1990. The Clinical Competency Scale was applied to 203 nursing students. Construct validity, item convergent and discriminant validity, concurrent validity, and internal consistency reliability of the scale were evaluated. Results: Exploratory factor analysis supported the construct validity with a five factor solution; that explained 63.6% of the total variance. Concurrent validity was demonstrated with the Nursing Competence Scale (r=.78, p<.001). Cronbach's ${\alpha}$ coefficient for the scale was .96. Conclusion: The results of this study suggest that the Clinical Competency Scale has relatively acceptable reliability and validity and can be used in clinical research to assess clinical competency for nursing students.

• The Korean Journal of Rehabilitation Nursing
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• v.18 no.2
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• pp.145-152
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• 2015

Purpose: The purpose of this study was to evaluate the reliability and validity of the clinical judgement rubric on simulation practice with a post-operative rehabilitation case. Methods: Methodological study design was used to evaluate the reliability and validity of the clinical judgement rubric on simulation practice. The participants were 35 students in a college of nursing. Results: There were showed reliability and validity of the clinical judgement rubric on simulation practice with a post-operative rehabilitation case. In terms of internal consistency, the Cronbach's ${\alpha}$ for all columns was .821. Factor analysis showed that planning, intervention and evaluation domains with Eigen values of 69.87% were bound, unlike the original tool where four factors including noticing, interpretation, responding and reflecting domains were bound. Convergent validity was established by the correlation between the total clinical judgement score and critical thinking disposition before and after simulation practice. Discriminative validity was established by the correlation between the total clinical judgement score and simulation effectiveness score. Conclusion: The findings of this study suggested that clinical judgement rubric on simulation practice is reliable. Repeated studies are needed to objectively evaluate the clinical judgement rubric of simulation practice for applying various clinical situations.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.537-548
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• 2016

Purpose: This study aims to develop a Korean version of a tool to measure uncivil behavior in clinical training to examine the experiences of nursing students. Methods: The "Uncivil Behavior in Clinical Nursing Education Scale" was developed by Anthony and Yastik in 2011. This study procedure was based on DeVellis' instrument development guidelines. Data were collected from 220 senior-year nursing students from four different universities in four different locations. Two hundreds surveys were analyzed using SPSS software and AMOS. Results: Out of 20 questions, 13 were selected after reviewing the content validity, face validity, construct validity, and reliability. The factors of the Korean version scale were specified as "exclusion", "contempt", and "refusal." The general characteristics of the subjects that showed significant differences in the occurrence of incivility were gender, age, transfer student status, level of satisfaction with clinical training, and level of satisfaction with the clinical training environment. Conclusion: The "Korean-Uncivil Behavior in Clinical Nursing Education Scale" was partially modified to account for differences in language and culture, but its validity and reliability were verified. We suggest that nurse educators and supervisors will be able to better understand the relationship between nurses and nursing students in clinical training.

• Journal of Korean Academy of Nursing
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• v.54 no.3
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• pp.340-357
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• 2024

Purpose: This study aimed to develop a Hybrid Clinical Practicum Environment Scale for Nursing Students (HCPES-NS) and verify its validity and reliability. Methods: The HCPES-NS was constructed following the DeVellis guidelines. The initial items were written based on a literature review and individual in-depth interviews. Content validity was verified through an expert panel review. To confirm the validity and reliability of the scale, a survey was conducted with 449 nursing students enrolled in 12 nursing colleges. Data were analyzed using item analysis, exploratory factor analysis, confirmatory factor analysis, concurrent validity, and reliability tests. Results: Factor analysis showed that the HCPES-NS consists of 15 items on five subdomains: clinical site atmosphere, interpersonal relationship, alternative online practicum contents, provision of learning information, and clinical performance facilitation. A higher score indicated a more positive perception of the clinical practicum environment. The concurrent validity of the HCPES-NS was confirmed by its positive correlation with the Clinical Learning Environment Scale (r = .77). The Cronbach's α reliability of the HCPES-NS was .84. Conclusion: The HCPES-NS is both valid and reliable. This scale reflects the clinical practicum environment and includes an online practicum factor. It may be used effectively by faculty members and educators to evaluate nursing students' perceptions of clinical practicum environments.

• Journal of Korean Clinical Nursing Research
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• v.23 no.3
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• pp.281-292
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• 2017

Purpose: The purpose of this study was to verify the validity and applicability of the Clinical Ladder System(CLS) Model for nurses and to suggest a model for nurses in general hospitals as well as tertiary hospitals. Methods: After refining questionnaires through focus group participation, a survey was carried out with 50 nurse managers and 500 staff nurses from 6 tertiary hospitals and 4 general hospitals. S-CVI and i-CVI for validity and applicability were calculated. Differences in validity and applicability by the type of hospitals and characteristics of respondents were analyzed using t-test and ANOVA. Results: S-CVI for validity and applicability of the CLS model were over 0.8 in two types of hospitals and the validity and applicability of the CLS model were confirmed. No differences were found in the total score for validity between the 2 types of hospitals, but in applicability, general hospitals had significantly lower applicability than tertiary hospitals. Some items showed difference according to characteristics of the respondents. CLS models were postulated based on the study results. Conclusion: The CLS model refined through this study can be used for nurses. In application, modifications are needed according to the conditions of each hospital.

• The Journal of Korean Medicine
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• v.45 no.1
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• pp.1-16
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• 2024

Introduction: The importance of clinical skills training in traditional Korean medicine education is increasingly emphasized. Since the clinical skills tests are high-stakes tests that determine success in national licensing exams, it is essential to develop reliable multifaceted analysis methods for clinical skills tests in actual education settings. In this study, we applied the multifaceted validity evaluation methods to the evaluation results of the cardiopulmonary resuscitation module to confirm the applicability and effectiveness of the methods. Methods: In this study, we used internal consistency, factor analysis, generalizability theory G-study and D-study, ANOVA, Kendall's tau, descriptive statistics, and other statistical methods to analyze the multidimensional validity of a cardiopulmonary resuscitation test in clinical education settings over the past three years. Results: The factor analysis and internal consistency analysis showed that the evaluation rubric had an unstable structure and low concordance. The G-study showed that the error of the clinical skills assessment was large due to the evaluator and unexpected errors. The D-study showed that the variance error of the evaluator should be significantly reduced to validate the evaluation. The ANOVA and Kendall's tau confirmed that evaluator heterogeneity was a problem. Discussion and Conclusion: Clinical skills tests should be continuously evaluated and managed for validity in two steps of pre-production and actual implementation. This study has presented specific methods for analyzing the validity of clinical skills training and testing in actual education settings. This study would contribute to the foundation for competency-based evidence-based education in practical clinical training.

• Child Health Nursing Research
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• v.21 no.2
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• pp.160-167
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• 2015

Purpose: This study was done to evaluate the Lasater Clinical Judgement Rubric for use with Korean nursing students. Methods: A methodological study was used to validate the rubric developed by Lasater to assess clinical judgment during nursing simulation. Participants were 34 nursing students at K University in Seoul. Between February and May, 2012, analysis was done of 91 video clips recording performance during simulation. Results: Findings showed reliability and validity of the rubric. For internal consistency, Cronbach's ${\alpha}$ score was .884 and intraclass correlation coefficient was .839, which established reliability. The rubric was validated using the exploratory factor analysis and content validity. The content validity score was 83%, establishing the appropriateness and readiness of the tool. Factor analysis showed that noticing, responding, and reflecting domains had Eigen values of 2.669, 1.991, and 2.912, respectively and were bound, but unlike the original tool in which four factors noticing, interpretation, responding, and reflecting domains were bound. Conclusion: Results of the study indicate that the rubric shows acceptable reliability and validity in Korean nursing students. This evaluation tool for nursing simulation allows nursing faculty to objectively evaluate students' clinical judgment as well as students to reflect on their clinical judgment process during simulation.

• Journal of Korean Clinical Nursing Research
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• v.20 no.3
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• pp.372-383
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• 2014

Purpose: The purpose was to determine the content validity of a semantic revision of items on a reliable and valid instrument, the Sieloff-King Assessment of Group Outcome Attainment (Power) within Organizations in Korea (K-SKAGOAO). Methods: The target population for research was chief nurse officers (CNOs) of all hospital within Korea. A sample of 303 hospitals from across the Korea was selected through a stratified random sampling process. A total of 174 CNOs comprised the final sample. Psychometric evaluation of the K-SKAGOAO included: (a) criterion-related validity (b) factor analysis and (c) internal consistency reliability using Cronbach's alpha coefficients. Results: The Convergent validity and criterion-related validity were supported. Cronbach's alpha coefficient for the K-SKAGOAO was .95. Subscale alphas ranged from .60 to .86. Conclusion: The K-SKAGOAO and related subscales show validity and internal reliability. A nursing group of any size can use the K-SKAGOAO to both assess the group's level of outcome attainment and develop strategies to further improve that level.

• Korean Medical Education Review
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• v.23 no.3
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• pp.185-193
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• 2021

Students must be familiar with clinical skills before starting clinical practice to ensure patients' safety and enable efficient learning. However, performance is mainly tested in the third or fourth years of medical school, and studies using the validity framework have not been reported in Korea. We analyzed the validity of a performance test conducted among second-year students classified into content, response process, internal structure, relationships with other variables, and consequences according to Messick's framework. As results of the analysis, content validity was secured by developing cases according to a pre-determined blueprint. The quality of the response process was controlled by training and calibrating raters. The internal structure showed that (1) reliability by generalizability theory was acceptable (coefficients of 0.724 and 0.786, respectively, for day 1 and day 2), and (2) the relevant domains had proper correlations, while the clinical performance examination (CPX) and objective structured clinical examination (OSCE) showed weaker relationships. OSCE/CPX scores were correlated with other variables, especially grade point average and oral structured exam scores. The consequences of this assessment were (1) making students learn clinical skills and study themselves, while causing too much stress for students due to lack of motivation; (2) reminding educators of the need to apply practical teaching methods and to give feedback on the test results; and (3) providing an opportunity for faculty to consider developing support programs. It is necessary to develop the blueprint more precisely according to students' level and to verify the validity of the response process with statistical methods.

• Journal of Korean Academy of Nursing
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• v.48 no.1
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• pp.70-84
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• 2018

Purpose: This study was conducted to evaluate the validity and reliability of the Korean version of the clinical learning environment, supervision and nurse teacher evaluation scale (CLES+T) that measures the clinical learning environment and the conditions associated with supervision and nurse teachers. Methods: The English CLES+T was translated into Korean with forward and back translation. Survey data were collected from 434 nursing students who had more than four days of clinical practice in Korean hospitals. Internal consistency reliability and construct validity using confirmatory and exploratory factor analysis were conducted. SPSS 20.0 and AMOS 22.0 programs were used for data analysis. Results: The exploratory factor analysis revealed seven factors for the thirty three-item scale. Confirmatory factor analysis supported good convergent and discriminant validities. The Cronbach's alpha for the overall scale was .94 and for the seven subscales ranged from .78 to .94. Conclusion: The findings suggest that the 33-items Korean CLES+T is an appropriate instrument to measure Korean nursing students'clinical learning environment with good validity and reliability.