Chinese version of the clinical learning environment comparison survey: Assessment of reliability and validity.

Simulation is recommended as a substitute for clinical practice among nursing students. No current guidelines exist regarding the accurate percentage of simulation hours versus clinical practice hours. Comparing simulation with clinical practice is needed so that both strategies can be optimally combined in nursing education. The 29-item Clinical Learning Environment Comparison Survey (CLECS) is validated to compare the traditional and simulated clinical environment in meeting nursing students' learning needs. This type of tool is not available in China. This study aimed to translate and test the psychometric properties of CLECS for Chinese undergraduate nursing students. This is a cross-sectional study. Two nursing schools in Central and East China. A total of 179 undergraduate nursing students who had participated in both traditional and high fidelity simulated clinical practice were recruited. A standard procedure with forward translation, back translation, cultural adaptation and pilot testing was followed to test the CLECS (Chinese version). An exploratory factor analysis was used to establish a modified factor structure of CLECS (Chinese version); a confirmatory factor analysis verified its construct validity. Reliability of the CLECS (Chinese version) was estimated using the intraclass correlation coefficients (ICCs) and Cronbach's alpha coefficients. The exploratory factor analyses explained 61.43% and 60.11% of the total variances in traditional and simulated clinical environment. The proposed factor solution of the CLECS (Chinese version) obtained satisfactory model fit and nesting model between two nursing schools. In the proposed model, ICCs were 0.61 and 0.93, and Cronbach's alpha coefficients were 0.75 and 0.95 in the traditional and simulated clinical environment. The CLECS (Chinese version) showed satisfactory reliability and validity among Chinese undergraduate nursing students. Further validation of the CLECS (Chinese version) is needed in a more representative and larger sample. The CLECS (Chinese version) should be further tested as an effective tool to compare the traditional and simulated clinical practice among Chinese nursing schools.

Gu YH ，Xiong L ，Bai JB ，Hu J ，Tan XD ... -  《-》

Chinese version of the clinical supervision self-assessment tool: Assessment of reliability and validity.

Cultivating the professional knowledge and professional identity of nursing students is important for nursing education. The degree of professional identity of nursing students will directly affect their career options and work performance after graduation. Clinical practice is a learning process of combining the knowledge and the practical techniques of nursing. It is the important way to cultivate the students' comprehensive ability, professional attitude and professional emotion. Effective clinical supervision during the clinical practice plays an important role in guaranteeing clinial practice quality and cultivating professional nursing students. Active teaching supervision is helpful to achieve the expected learning effect. Therefore, it is vital to evaluate the clinical supervision ability of the clinical nursing teachers. However, there is no special assessment instrument available in China. To assess the validity and reliability of the Chinese version of the modified Clinical Supervision Self-Assessment Tool (mCAST). A cross sectional survey design with a convenience sample was used in this study. This cross-sectional psychometric instrumental study determined the reliability and validity of the Chinese version of the modified Clinical Supervision Self-Assessment Tool (mCAST). Twelve hospitals in Tianjin, China. A total of 350 registered nurses who perform teaching tasks in clinical practice were recruited. The Chinese version of the mCSAT was translated and tested by obtaining the authorization of the developer of the mCAST using Brislin's model (that is, translation, back translation, cultural adaptation and pilot study). A total of 350 registered nurses who perform teaching tasks in clinical practice were recruited by convenience sampling for the assessment of construct validity using exploratory factor analysis (EFA). Moreover, item analysis, internal correlation coefficients, Cronbach's alpha coefficients, test-retest realibility and split-half reliability were conducted to test the psychometric properties of the Chinese version of the mCSAT. The Chinese version of the mCSAT contained 2 subscales, namely, mCSAT-Knowledge and mCSAT-Skills. Exploratory factor analysis of the knowledge and skills subscales explained 63.26% and 63.60% of the total variances, respectively. The mCSAT-Knowledge subscale contains 3 dimensions, namely, evaluating learning (10 items), facilitating learning (9 items) and problem solving (10 items); the mCSAT-Skills subscale contains 3 dimensions, namely, evaluating learning (10 items), facilitating learning (9 items) and problem solving (10 items). The Cronbach's α coefficients of the mCSAT-Knowledge and mCSAT-Skills subscales were both 0.95. The split-half reliability of the mCSAT-Knowledge and mCSAT-Skills subscales were 0.88 and 0.89, respectively. The Chinese version of the mCSAT was reliable and valid in the evaluation of the knowledge and skills for the clinical supervision of registered nurses. Further validation of the Chinese version of the mCSAT requires a more representative and larger sample. Also, the confirmatory factor analysis should be conducted in future study.

Luo RZ ，Liu JY ，Zhang CM ，Liu YH ... -  《-》

Assessment of the psychometric properties of the italian version of the midwifery student evaluation of practice (MIDSTEP-IT): A validity and reliability study.

Clinical learning is a crucial component of the midwifery education program, necessary to support the acquisition of professional abilities through the integration of theoretical and practical learning experiences. Evaluating Bachelor of Midwifery students' perception of their clinical learning experiences is important to improve midwifery educational programs. the objective of this study was the translation, cultural adaptation, and validation of the Midwifery Student Evaluation of Practice (MidSTEP) in a group of Italian midwives' students. "Translation and Cultural Adaptation of Patient Reported Outcomes Measures - Principles of Good Practice" guidelines were adopted to achieve the MidSTEP Italian version. Exploratory Factor Analysis was performed. Internal consistency for reliability was assessed using Cronbach's alpha reliability coefficient (α) and Omega coefficient (ω), while Intraclass Correlation Coefficients (ICC) were used to determine if the tool was stable over time. The Italian version of MidSTEP (MidSTEP-IT) has good internal consistency: considering the Clinical Learning Environment Scale, Cronbach's α was 0.839 (for the "Skill Development" subscale α was equal to 0.739 and for the "Philosophy of Midwifery Practice" subscale α was equal to 0.825) while considering the Midwifery Preceptor Scale, Cronbach's α was 0.920. Factor analysis does not fully reflect the factorial analysis of the original version. The MidSTEP-IT had been proven to be a valid and reliable tool, easy and fast to administer, that could be effectively helpful for investigating and measuring the Italian midwifery students' perception of their clinical learning experiences, according to the setting and impact of mentors on their professional growth. It is an innovative tool, valuable in both clinical practice and research to highlight the importance of encouraging a supportive clinical learning environment and an efficient preceptorship.

Nespoli A ，Sacco GGA ，Bouhachem FZ ，Motta F ，Paredi S ，Antolini L ，Panzeri M ，Pellegrini E ，Fumagalli S ... -  《-》

Chinese version of the nursing students' perception of instructor caring (C-NSPIC): assessment of reliability and validity.

The nursing students' perceptions of instructor caring (NSPIC) is an instrument to assess the influence of caring interactions between students and faculty on students' ability to care. However, the validity and reliability of the Chinese version has not yet been studied. The study aimed to assess the validity and reliability of the Chinese version of NSPIC (C-NSPIC). This is a cross-sectional study. The study was performed in three Tertiary Grade A (top level in China) and teaching hospitals in Shanghai, China. The participants of the study are nursing students during clinical practice. The English version of nursing students' perception of instructor caring scale was professionally translated into Chinese and a pilot test was undertaken to ensure the equivalence of meaning and cultural appropriateness. The content validity of the C-NSPIC was examined by a panel of eight experts, and test-retest was conducted to assess the item reliabilities of the scale. A convenience sampling method was used to recruit nursing students. A first sample (N=256) was recruited to explore the factorial structure of the C-NSPIC using exploratory factor analysis (EFA), and a validation sample (N=358) was recruited to confirm the findings from the EFA using confirmatory factor analysis (CFA). SPSS version 16.0 was used for the EFA and Amos 17.0 was used for the CFA. The Cronbach's alpha coefficient of the C-NSPIC was 0.933. The test-retest reliability was satisfactory, with the ICC scores for each item ranging from 0.603 to 0.962. The overall content validity index was 0.96. Five factors (control versus flexibility, supportive learning climate, confidence through caring, appreciation of life meaning and respectful sharing) were identified in EFA, which was consistent with that of the original English version, and were confirmed by CFA. The C-NSPIC can serve as a reliable and valid instrument for assessing the nursing students' perception of instructor caring in China, which may help to improve the nursing students' caring ability in China.

Li J ，Zhou L ，Zhu D ，Hu C ，Zhang X ，Xu Y ... -  《-》

The Chinese version of Instrument of Professional Attitude for Student Nurses (IPASN): Assessment of reliability and validity.

Professional attitude is of great importance for nursing talents in the modern society. To develop an effective educational program for student nurses in China, an appropriate instrument is required for the assessment of their professional attitude. To assess the validity and reliability of the Instrument of Professional Attitude for Student Nurses (IPASN) in Chinese version. The original version of IPASN was translated through Brislin model (translation, back translation, culture adaption and pilot study) with the authorization from the developer. A total of 681 nursing students were chosen by stratified convenience sampling to assess construct validity using exploratory factor analysis (EFA). Besides, item analysis, Cronbach's alpha coefficients, test-retest reliability were conducted to test the psychometric properties in this part. A total of 204 nursing undergraduate trainees were selected by cluster convenience sampling to confirm the structure using confirmatory factor analysis (CFA) in another time. Corrected item-total correlations, alpha if item deleted were between 0.33 and 0.69, 0.906 and 0.913, respectively, indicating no item should be deleted. Cronbach alpha value was 0.91 for the total scale and Cronbach alpha coefficient for subscales ranged from 0.67 to 0.89. Test-retest reliability estimated from intraclass correlation coefficient (ICC) was 0.74 (P<0.05). Differences in item scores between the high-score group (the first 27%) and low-score group (the last 27%) were significant (P<0.001), indicating that the item discrimination ability was good. Seven subscales (contribution to increase of scientific information load, autonomy, community service, continuous education, to promote professional development, cooperation and theory guiding practice) were identified in EFA and confirmed in CFA, and explained 65.5% of the total variance. It indicated that the Chinese version of IPASN was valid and reliable for the evaluation of nursing students' professional attitude.

Xiao YY ，Li T ，Xiao L ，Wang SW ，Wang SQ ，Wang HX ，Wang BB ，Gao YL ... -  《-》