Validity and Reliability of the “Self-Assessment of Informatics Competency Scale for Health Professionals”: A Methodological Study

Internal structure validity of the Brazilian version of the Health Professional Education in Patient Safety Survey

ABSTRACT Objectives: to assess the internal structure validity of the Brazilian version of the Health Professional Education in Patient Safety Survey among nursing students. Methods: a psychometric study was conducted with 402 final-year nursing students from 17 universities. Measurement properties were tested using Exploratory Factor Analysis and Item Response Theory, combined with cross-validation. Reliability was assessed using Cronbach’s Alpha and McDonald’s Omega indicators. Data analysis was performed using IBM® SPSS Statistics 20.0 and Factor® software. Results: the unidimensional 16-item model explained 60.76% of the variance in clinical practice and 55.25% in classroom settings. Factor loadings, communalities, and item discrimination were adequate, with stability and replicability maintained in cross-validation. Conclusions: the Brazilian version of the instrument demonstrated evidence of internal structure validity among nursing students, contributing to the identification of gaps in patient safety education.

Validity and Reliability of the Medical Artificial Intelligence Readiness Scale, Korean Version: A Methodological and Cross-Sectional Study.

The K-MAIRS can be a valid and reliable instrument for assessing artificial intelligence readiness among Korean nursing students and supports global initiatives to incorporate artificial intelligence competencies into nursing education using culturally tailored assessment tools.

Development of Community Health Competency Scale for Nurses.

Design and Validation of a Mind Map Assessment Checklist Based on Kane’s Validity Framework: A Novel Assessment Tool

Purpose Mind mapping supports clinical reasoning and knowledge organization in health professions education, but its use as a standardized formative assessment tool remains limited. This study aimed to design and validate a comprehensive checklist to evaluate mind maps as a formative assessment tool among bachelor of anesthesia technology students, addressing structural, scientific, and creative dimensions. Study Sample and Methods This cross-sectional study was conducted in 2023 at Iran University of Medical Sciences among 50 bachelor of anesthesia technology students selected via convenience sampling. The checklist was developed through a literature review and refined using a two-round Delphi process with medical and anesthesia education experts. Validity evidence was collected based on Kane’s framework, evaluating scoring (face/content validity), generalization (intra-/inter-rater reliability), extrapolation (correlation with written tests), and implications. Data were analyzed using SPSS version 22. Results The final checklist comprised 10 core items, achieving a high scale-level content validity index (S-CVI/Ave = 0.90). Reliability analyses demonstrated excellent intra-rater (0.88–0.99) and inter-rater agreement (0.90–0.93). Convergent validity was supported by a very strong correlation between mind map scores and written examination scores among a subsample of 24 students (ρ = 0.939, ρ < 0.001). These findings indicate that the checklist provides reliable and valid scores for clinical education. Conclusion The developed checklist demonstrated strong validity and reliability for formative assessment in anesthesia technology education. By integrating structural features with scientific accuracy, the tool provides meaningful and consistent evaluation of mind maps as indicators of student learning and knowledge organization. The strong reliability indices and high correlation with written assessments support its use as a standardized tool for providing targeted feedback in clinical education.

Psychometric Evaluation of the Turkish Version of the Clinical Practicum Transition Shock Scale (CPT-Shock) for Nursing Students

Aim: This study aimed to investigate the validity and reliability of the Turkish adaptation of the Clinical Practicum Transition Shock Scale (CPT-Shock) for nursing students. Material and Methods: This methodological study was conducted with undergraduate nursing students between January 20 and February 20, 2025. Data were collected online through a Descriptive Information Form and the 19-item CPT-Shock. Linguistic equivalence was achieved by the translation–back translation process, and content validity was evaluated using the Davis technique and Content Validity Index (CVI). Construct validity was tested with the Kaiser–Meyer–Olkin (KMO) value, Bartlett’s test of sphericity, and Confirmatory Factor Analysis (CFA). Reliability was analyzed through Cronbach’s alpha coefficient, split-half reliability, and item–total correlations. Data analysis was performed using SPSS 23.0 and AMOS 23.0. Results: The participants’ mean age was 21.81 ± 1.20 years, and 88.9% were female. The CVI value was 1.00. The data were suitable for factor analysis (KMO = 0.834; Bartlett’s χ² = 1970.949, p < 0.001). CFA confirmed the original six-factor structure (CMIN/DF = 2.103; RMSEA = 0.060; GFI = 0.902; SRMR = 0.072). The scale showed high internal consistency (Cronbach’s α = 0.852) and high split-half reliability (Spearman–Brown = 0.913; Guttman = 0.911). Conclusions: The Turkish version of the CPT-Shock is a valid and reliable tool for measuring transition shock among nursing students. Implication for nursing practice: The scale may support early identification of students’ adaptation needs and guide improvements in clinical education practices.

Validity and Reliability Study of the Nursing Informatics Competency Assessment Tool

Abstract Background The rapid development of information and communication technologies has rendered informatics competencies of health care professionals critical in the digital transformation process. Nurses, who constitute a substantial proportion of the health care workforce, are expected to develop nursing informatics competencies. These competencies are crucial for effective adaptation to digital health care environments and for ensuring the delivery of safe care. Therefore, it is important that informatics competencies are assessed with practical and valid tools. The results of such assessments can provide valuable insights into nurses’ educational needs. Objectives This study aimed to evaluate the validity and reliability of the “Nursing Informatics Competency Assessment Tool” (NICAT), originally developed by Rahman (2015), and to adapt it for use in Turkish. Methods Construct validity was examined using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Internal consistency coefficients were calculated to assess reliability. Results EFA revealed a three-factor structure accounting for 71.79% of the total variance. CFA results indicated an acceptable model fit (Comparative Fit Index [CFI] = 0.925; Root Mean Square Error of Approximation [RMSEA]= 0.082). Cronbach’s α coefficients ranged from 0.764 to 0.968, demonstrating high internal consistency. While the original NICAT study assessed only content validity, this study provides the first empirical testing of its factor structure. Conclusion The 26-item Turkish version of the tool has demonstrated satisfactory validity and reliability. It can be considered a valid, reliable, and practical instrument for assessing nursing informatics competencies.