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OBJECTIVE: translate and adapt the Facilitator Competency Rubric to the Portuguese language and the Brazilian culture, and analyze the measurement properties. METHOD: methodological study that completed the steps of translation, synthesis of translations, back translation, review by a Committee of Experts composed of 7 professionals, testing of the pre-final version with 33 simulation facilitators, and submission to the author of the original instrument. For content validation, the Content Validity Index and the modified Kappa Coefficient were calculated. For reliability, Cronbach's α and the Intraclass Correlation Coefficient were evaluated by 52 and 15 simulation facilitators, respectively. RESULTS: two rounds of content evaluation were carried out, resulting in changes to 19 items in the first evaluation and 3 items in the second. The overall scale achieved a Cronbach's α of 0.98 and an Intraclass Correlation Coefficient of 0.95 to 0.97. CONCLUSION: the Facilitator Competency Rubric was translated and culturally adapted to the Brazilian reality and presented content validity, reliability and stability, with safe results for use in teaching and research.
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Características Culturales , Traducciones , Brasil , Humanos , Entrenamiento Simulado/normas , Entrenamiento Simulado/métodos , Competencia ClínicaRESUMEN
Objective: translate and adapt the Facilitator Competency Rubric to the Portuguese language and the Brazilian culture, and analyze the measurement properties. Method: methodological study that completed the steps of translation, synthesis of translations, back translation, review by a Committee of Experts composed of 7 professionals, testing of the pre-final version with 33 simulation facilitators, and submission to the author of the original instrument. For content validation, the Content Validity Index and the modified Kappa Coefficient were calculated. For reliability, Cronbach's α and the Intraclass Correlation Coefficient were evaluated by 52 and 15 simulation facilitators, respectively. Results: two rounds of content evaluation were carried out, resulting in changes to 19 items in the first evaluation and 3 items in the second. The overall scale achieved a Cronbach's α of 0.98 and an Intraclass Correlation Coefficient of 0.95 to 0.97. Conclusion: the Facilitator Competency Rubric was translated and culturally adapted to the Brazilian reality and presented content validity, reliability and stability, with safe results for use in teaching and research.
Objetivo: traducir y adaptar la Facilitator Competency Rubric a la lengua portuguesa y a la cultura brasileña, y analizar las propiedades de medición. Método: estudio metodológico que completó las etapas de traducción, síntesis de las traducciones, back translation , revisión por un Comité de Expertos compuesto por 7 profesionales, prueba de la versión pre-final con 33 facilitadores de simulación y presentación a la autora del instrumento original. Para la validación de contenido se calculó el Índice de Validez de Contenido y el Coeficiente Kappa modificado. Para determinar la confiabilidad, 52 y 15 facilitadores de simulación evaluaron el α de Cronbach y el Coeficiente de Correlación Intraclase, respectivamente. Resultados: se realizaron dos rondas de evaluación de contenidos, con modificaciones de 19 ítems en la primera evaluación y 3 ítems en la segunda. La escala general alcanzó α de Cronbach de 0,98 y Coeficientes de Correlación Intraclase de 0,95 a 0,97. Conclusión: la Facilitator Competency Rubric fue traducida y adaptada culturalmente a la realidad brasileña y presentó validez de contenido, confiabilidad y estabilidad, con resultados seguros para su uso en la enseñanza y la investigación.
Objetivo: traduzir e adaptar a Facilitator Competency Rubric para o idioma português e a cultura brasileira, e analisar as propriedades de medida. Método: estudo metodológico que cumpriu as etapas de tradução, síntese das traduções, back translation , revisão por um comitê de especialistas composto por sete profissionais, teste da versão pré-final com 33 facilitadores de simulação e submissão à autora do instrumento original. Para a validação de conteúdo, foram calculados o Índice de Validade de Conteúdo e o Coeficiente de Kappa modificado. Para a confiabilidade foram avaliados o α de Cronbach e o Coeficiente de Correlação Intraclasse por 52 e 15 facilitadores de simulação, respectivamente. Resultados: foram realizadas duas rodadas de avaliação do conteúdo, com mudança de 19 itens na primeira avaliação e três itens na segunda. A escala geral alcançou α de Cronbach de 0,98 e Coeficientes de Correlação Intraclasse de 0,95 a 0,97. Conclusão: a Facilitator Competency Rubric foi traduzida e adaptada culturalmente à realidade brasileira e apresentou validade de conteúdo, confiabilidade e estabilidade, com resultados seguros para uso no ensino e na pesquisa.
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OBJECTIVES: to build, validate and verify the reliability of the Scale of knowledge about sexuality of people with spinal cord injury for nursing students. METHODS: a methodological study, following the steps: 1) Construction based on literature review; 2) Validation of the content with calculation of the Content Validity Index and the Modified Kappa Coefficient; 3) Pre-test with Nursing students; and 4) Measurement of reliability by internal consistency (Cronbach's alpha). RESULTS: the first version of the instrument presented 13 items. After validation, the items received values above 0.80 and 0.76 for the Content Validity Index and Modified Kappa Coefficient, and it was suggested to separate three items to contemplate gender-specific aspects. After pre-testing, it was recommended that the writing of two items be revised. The final scale, with 16 items, showed Cronbach's alpha equal to 0.93. CONCLUSIONS: the constructed scale presented valid content and proved to be reliable for application with nursing students.
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Traumatismos de la Médula Espinal , Estudiantes de Enfermería , Humanos , Psicometría , Reproducibilidad de los Resultados , Sexualidad , Traumatismos de la Médula Espinal/complicaciones , Encuestas y CuestionariosRESUMEN
ABSTRACT Objectives: to build, validate and verify the reliability of the Scale of knowledge about sexuality of people with spinal cord injury for nursing students. Methods: a methodological study, following the steps: 1) Construction based on literature review; 2) Validation of the content with calculation of the Content Validity Index and the Modified Kappa Coefficient; 3) Pre-test with Nursing students; and 4) Measurement of reliability by internal consistency (Cronbach's alpha). Results: the first version of the instrument presented 13 items. After validation, the items received values above 0.80 and 0.76 for the Content Validity Index and Modified Kappa Coefficient, and it was suggested to separate three items to contemplate gender-specific aspects. After pre-testing, it was recommended that the writing of two items be revised. The final scale, with 16 items, showed Cronbach's alpha equal to 0.93. Conclusions: the constructed scale presented valid content and proved to be reliable for application with nursing students.
RESUMEN Objetivos: construir, validar y verificar confiabilidad de Escala de conocimiento sobre sexualidad de personas con lesión medular para estudiantes de Enfermería. Métodos: estudio metodológico, siguiendo las etapas: 1) Construcción basada en revisión de la literatura; 2) Validez de contenido con cálculo del Índice de Validez de Contenido y Coeficiente Kappa Modificado; 3) Pretest con estudiantes de Enfermería; y 4) Medida de confiabilidad por consistencia interna (alfa de Cronbach). Resultados: la primera versión del instrumento presentó 13 ítems. Posterior validación, estos recibieron valores arriba de 0,80 y 0,76 para el Índice de Validez de Contenido y Coeficiente Kappa Modificado, y sugerido separar tres ítems para contemplar aspectos específicos del sexo. Posterior pretest, recomendado la revisión de la escrita de dos ítems. La escala final, con 16 ítems, presentó alfa de Cronbach igual a 0,93. Conclusiones: la escala construida presentó contenido válido y se mostró confiable para aplicación con estudiantes de Enfermería.
RESUMO Objetivos: construir, validar e verificar a confiabilidade da Escala de conhecimento sobre sexualidade de pessoas com lesão medular para estudantes de Enfermagem. Métodos: estudo metodológico, seguindo as etapas: 1) Construção baseada em revisão da literatura; 2) Validação do conteúdo com cálculo do Índice de Validade de Conteúdo e do Coeficiente Kappa Modificado; 3) Pré-teste com estudantes de Enfermagem; e 4) Medida da confiabilidade pela consistência interna (alfa de Cronbach). Resultados: a primeira versão do instrumento apresentou 13 itens. Após validação, os itens receberam valores acima de 0,80 e 0,76 para o Índice de Validade de Conteúdo e Coeficiente Kappa Modificado, e sugeriu-se separar três itens para contemplar aspectos específicos do sexo. Após pré-teste, recomendou-se a revisão da escrita de dois itens. A escala final, com 16 itens, apresentou alfa de Cronbach igual a 0,93. Conclusões: a escala construída apresentou conteúdo válido e mostrou-se confiável para aplicação com estudantes de Enfermagem.
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BACKGROUND: Recognizing learning styles is important to maximizing learning outcomes and many instruments are available to investigate learning styles. OBJECTIVE: To investigate instruments with evidence of validity and reliability most commonly used to evaluate undergraduate healthcare student learning styles globally. METHOD: This scoping review of literature was guided by The Joanna Briggs Institute's recommendations for conducting scoping reviews and the PRISMA-ScR (extension for scoping reviews). The protocol is available for access. DATA SOURCES: Databases searched included Cumulative Index to Nursing and Allied Health Literature, PubMed, Web of Science, and Scopus. Inclusion criteria were: fully accessible; written in English, Portuguese, or Spanish; and used reliable and/or validated instruments to describe healthcare student learning styles. Articles were excluded if the sample included healthcare professionals, there was no report of the instrument validity and reliability, or was not fully accessible. Data were extracted from each article and entered into Microsoft Office Excel documents for analysis. RESULTS: Forty-seven articles were selected for full review, including cross-sectional, interventional, and longitudinal studies. Eleven instruments were identified with evidence of reliability and validity for assessing undergraduate healthcare student learning styles globally. The most frequently used instruments were Visual, Aural, Read-Write, and Kinesthetic; Kolb's Learning Styles Inventory; and the Honey-Alonso Questionnaire. Most instruments were developed based on a theoretical framework and/or model. CONCLUSION: This scoping review adds to the literature an overview of available instruments which measure healthcare student learning styles with evidence of both reliability and validity. The results indicate the need for further studies to improve learning style instruments for use in intervention studies aimed at improving the teaching-learning process for healthcare students.
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Aprendizaje , Estudiantes , Estudios Transversales , Atención a la Salud , Humanos , Reproducibilidad de los ResultadosRESUMEN
ABSTRACT: BACKGROUND: The sexuality of people with spinal cord injury (SCI) is a subject often neglected by healthcare professionals because of their lack of knowledge or understanding of how to proceed in this context. Different teaching strategies can be used to fill this knowledge gap, such as clinical simulation and peer-assisted learning. This study evaluates the effects of an educational intervention on nursing students' knowledge acquisition about the sexuality of individuals with SCI and on the students' self-confidence and satisfaction with the experience. METHODS: Quasi-experimental, pretest-posttest design was conducted with nursing students (N = 54). The intervention was the application by a senior-level nursing student of 2 scenarios of high-fidelity clinical simulation. The primary outcome was the knowledge about the sexuality of people with SCI. The secondary outcome was the satisfaction and self-confidence in learning. We performed descriptive and inferential statistics and built multiple linear regression models. RESULTS: The effect of the intervention on knowledge acquisition ranged from the mean of 1.26 in the pretest to 3.10 in the posttest. The means in the scores of satisfaction and self-confidence were considered excellent and correlated with knowledge acquisition. Previous attendance of a class on SCI positively interfered in the scale of knowledge acquisition. CONCLUSION: We verified an effect size ranging from medium to large magnitude for knowledge acquisition, and great satisfaction and self-confidence in learning through the use of simulated experience and peer-assisted learning.