Nurse Education in Practice最新文献

{"title":"Development and psychometric validation of the Nurse-Patient Therapeutic Interaction Scale (NuPTIS)","authors":"Orkun Erkayiran ,&nbsp;Rahime Aslan","doi":"10.1016/j.nepr.2025.104478","DOIUrl":"10.1016/j.nepr.2025.104478","url":null,"abstract":"<div><h3>Aim</h3><div>To develop and validate the psychometric properties of the Nurse-Patient Therapeutic Interaction Scale (NuPTIS) for assessing nurses’ therapeutic communication competencies.</div></div><div><h3>Background</h3><div>Although therapeutic communication is essential to nursing care and patient outcomes, existing instruments often lack cultural relevance and fail to capture its multidimensional structure. This study addresses the absence of a validated tool for evaluating nurse-patient interactions in the Turkish clinical context.</div></div><div><h3>Design</h3><div>A methodological, cross-sectional study using an exploratory sequential design.</div></div><div><h3>Methods</h3><div>Item development was guided by literature review and expert input. Content validity was assessed by eight psychiatric nursing experts using the Davis method, yielding an overall Content Validity Index (CVI) of 0.975. The scale was then administered to 328 nurses from university and public hospitals in Türkiye. Exploratory and confirmatory factor analyses were conducted to examine construct validity. Internal consistency was evaluated with Cronbach’s alpha and item-total correlations.</div></div><div><h3>Results</h3><div>The finalized 20-item NuPTIS comprises four dimensions: Emotional Support and Motivation, Empathic and Open Communication, Patient-Centered Care and Supportive Communication Process. These accounted for 68.72 % of total variance. Confirmatory factor analysis indicated good model fit. The overall Cronbach’s alpha was 0.920, with subscale values between 0.724 and 0.860.</div></div><div><h3>Conclusion</h3><div>NuPTIS is a valid and reliable instrument for assessing therapeutic communication skills among clinical nurses. While promising, limitations include the use of self-report measures, regional sampling and absence of test-retest reliability or patient input.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104478"},"PeriodicalIF":3.3,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144696534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nurses’ educational needs regarding climate change and health by type of A descriptive cross-sectional study","authors":"Min Kyung Park ,&nbsp;Gwang Suk Kim ,&nbsp;Da Woon Jeong ,&nbsp;Seoyoung Baek","doi":"10.1016/j.nepr.2025.104473","DOIUrl":"10.1016/j.nepr.2025.104473","url":null,"abstract":"<div><h3>Aims</h3><div>To identify and compare nurses' climate-change-related health education needs based on institution type and provide foundational data for developing tailored educational programs.</div></div><div><h3>Background</h3><div>Nurses are well-positioned to respond to the health effects of climate change, with roles varying by workplace settings. However, evidence on how their needs for climate-change-related health education differ by institutional context remains limited.</div></div><div><h3>Design</h3><div>Descriptive cross-sectional study.</div></div><div><h3>Methods</h3><div>An online survey of 499 nurses employed in hospitals, healthcare organisations, government/public institutions, and educational institutions was conducted in South Korea between March and May 2023. Their educational needs were analysed using Borich's Needs Assessment Formula.</div></div><div><h3>Results</h3><div>Educational needs varied significantly by institution (F = 2.65, <em>p </em>= .047). Educational institutions reported the highest needs overall (4.53 ± 2.42), particularly regarding climate change mitigation and communication strategies. Hospital nurses emphasised a need for education on organisational-level strategies, while healthcare organisation nurses prioritised education on community-based monitoring and responses. Public institution nurses demonstrated the lowest educational needs and limited awareness of socially vulnerable populations. Additionally, nurses expressed greater intention to perform behaviours that are more climate-friendly than their current practices (all <em>p</em> &lt; .001). Further, their educational needs were focused on immediate climate-change-related risks, while long-term or indirect effects were under-recognized.</div></div><div><h3>Conclusion</h3><div>Nurses' climate-change-related health education needs are shaped by their institutional roles and contexts. These findings highlight the necessity for role-specific and context-sensitive education beyond standardised approaches. Moreover, expanding climate-change-related nursing competency requires targeted educational strategies, institutional support, and attention to equity in both content and implementation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104473"},"PeriodicalIF":3.3,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144670375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Nursing Student Self‐Efficacy in Clinical Skills Scale (NSSE-CS): A development and psychometric validation study","authors":"Valentina Biagioli ,&nbsp;Giampiera Bulfone ,&nbsp;Rocco Mazzotta ,&nbsp;Valeria Vannini ,&nbsp;Luisa Sist ,&nbsp;Roberto Latina ,&nbsp;Daniela Mecugni ,&nbsp;TIR-INF Study Group","doi":"10.1016/j.nepr.2025.104479","DOIUrl":"10.1016/j.nepr.2025.104479","url":null,"abstract":"<div><h3>Aim</h3><div>Develop and validate a scale that measures nursing students’ self-efficacy (SE) in performing core clinical skills typically acquired during undergraduate clinical placements.</div></div><div><h3>Background</h3><div>Student perceptions of SE can enhance motivation, foster improvement and serve as a robust predictor of academic achievement. For nursing students, success relies not only on theoretical knowledge but also on performing core clinical skills, usually acquired during undergraduate clinical placements. Therefore, it is necessary to assess students’ SE in clinical skills.</div></div><div><h3>Design</h3><div>A multicenter, cross-sectional, descriptive, validation study.</div></div><div><h3>Methods</h3><div>We developed the Nursing Student Self-Efficacy in Clinical Skills Scale (NSSE-CS) and conducted an Exploratory Factor Analysis (EFA) to evaluate its construct validity. An online survey was administered to third-year nursing students at the end of their final clinical placements in October 2024.</div></div><div><h3>Results</h3><div>Overall, 393 nursing students from five universities across Italy completed the survey. EFA revealed four factors for the 48-item NSSE-CS: “Fundamental care”, “Assessment and planning”, “Low-complexity care” and “High-complexity care”. SE scores were positively correlated with the frequency of practicing core skills during placements. SE was also significantly associated with gender, nationality, university affiliation and completion of the clinical placement examination. The omega composite reliability was good (ω =.98).</div></div><div><h3>Conclusion</h3><div>The NSSE-CS is a valid and reliable instrument for assessing third-year nursing students’ SE in clinical skills. By encouraging students to reflect on their own SE, nurse educators can provide more targeted support and tailored learning opportunities, helping students effectively master core clinical skills.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104479"},"PeriodicalIF":3.3,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144696532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ableism experienced by disabled undergraduate nursing students in the United States: A qualitative metasynthesis","authors":"Sabrina Ali Jamal-Eddine","doi":"10.1016/j.nepr.2025.104480","DOIUrl":"10.1016/j.nepr.2025.104480","url":null,"abstract":"<div><h3>Aim</h3><div>Synthesize existing body of qualitative research on ableism experienced by disabled BSN students in the United States</div></div><div><h3>Background</h3><div>Disabled nursing students across the United States experience discrimination and exclusion from BSN programs. Qualitative metasynthesis data is needed to inform quantitative research on this topic.</div></div><div><h3>Design</h3><div>Qualitative metasynthesis literature review</div></div><div><h3>Methods</h3><div>A systematic database search across CINAHL, PubMed MEDLINE, PsycINFO, ERIC and Education Research Complete was guided by structured search criteria. Peer-reviewed research articles and dissertations were included if published between 2010 and 2024, contained a qualitative component, and centered ableism toward disabled BSN students in the United States. Articles underwent Crowe Critical Appraisal Tool, Gerrard’s Matrix Method, and thematic analysis.</div></div><div><h3>Results</h3><div>The search generated 1420 articles with seven selected for inclusion. Three overarching themes included ‘Discrimination: Faculty, Peers and Systemic Barriers,’ ‘Hiding: The Desire for ‘Normalcy,’ and ‘Diversity: Advantages over Nondisabled Peers.’</div></div><div><h3>Conclusions</h3><div>Major themes across the data included disabled BSN students experiencing discrimination--primarily from faculty in terms of matriculation, retention and graduation, attempting to hide one's disability to stay in the program, and cognizance of advantages of bodymind diversity in the nursing workforce. Gaps in literature indicate need to investigate:</div><div>1) innovative pedagogies to educate nursing students and instructors about ableism/disability considering cross-institutional lack of disability consciousness;</div><div>2) experiences of racially marginalized and gender minority disabled nursing students. The voices multiply marginalized disabled students must be centered and their absence investigated; and</div><div>3) what <em>types</em> of disabilities (hidden vs. apparent, temporary vs. permanent) are admitted/accommodated for and how to address disparities</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104480"},"PeriodicalIF":3.3,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of team-based learning model on skills training of nursing students: A randomized controlled study","authors":"Gamze Bolattürk ,&nbsp;Esin Çeti̇nkaya Uslusoy","doi":"10.1016/j.nepr.2025.104476","DOIUrl":"10.1016/j.nepr.2025.104476","url":null,"abstract":"<div><h3>Aim</h3><div>Determining and evaluating the effect of team-based learning model on skills training in first-year nursing students.</div></div><div><h3>Background</h3><div>Team-Based Learning (TBL) is a teaching method where students actively participate in the teaching process, developing critical thinking, problem solving, effective teamwork and communication skills. However, there is a lack of use and evaluation of this method in nursing skills training.</div></div><div><h3>Design</h3><div>A randomized controlled study design.</div></div><div><h3>Methods</h3><div>The study was conducted between October-November 2024 with students enrolled in the Fundamentals of Nursing course at a university in Turkey. A total of 126 nursing students were randomly assigned to the experimental group (n = 63) and the control group (n = 63). The research data were collected using the Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT) and Objective Structured Clinical Examination (OSCE) Skill checklists. iRAT was applied to the experimental students to answer individually. After iRAT, the students in the experimental group were divided into teams and worked together same skill. Then, tRAT was applied to answer with team decision.</div></div><div><h3>Results</h3><div>It was found that teamwork was effective in all units and statistically significant differences between students' iRAT and tRAT mean scores. It was observed that there was a statistically significant difference in OSCE academic score averages between the experimental and control groups and the experimental group students received higher scores (t = 4.765, p = 0.001).</div></div><div><h3>Conclusions</h3><div>It was observed that the TBL method increased the academic success of students in nursing skills education within the scope of active and collaborative learning activities.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104476"},"PeriodicalIF":3.3,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of psychoacoustic learning method and high-fidelity simulation on the cardiac auscultation competence of nursing students: A randomized controlled study","authors":"Gülcan Eyüboğlu ,&nbsp;Evrim Sarıtaş ,&nbsp;Nurcan Çalışkan ,&nbsp;Zehra Göçmen Baykara","doi":"10.1016/j.nepr.2025.104475","DOIUrl":"10.1016/j.nepr.2025.104475","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the effects of the psychoacoustic learning method and high-fidelity simulation on the cardiac auscultation competence of nursing students.</div></div><div><h3>Background</h3><div>Cardiac auscultation is a crucial skill for nursing students, yet many struggle to develop proficiency. Simulation-based training has emerged as a potential solution, but the effectiveness of different simulation modalities remains unclear.</div></div><div><h3>Design</h3><div>A randomized controlled experimental study.</div></div><div><h3>Method</h3><div>A total of 52 s-year nursing students were randomly assigned to one of three groups: psychoacoustic learning (n = 18), high-fidelity simulation (n = 17) and control (n = 17). Cardiac auscultation competence was assessed through a success test administered at three-time points: pre-test, post-test and follow-up (four weeks later). Learning satisfaction and self-confidence in learning were measured post-intervention.</div></div><div><h3>Results</h3><div>The psychoacoustic learning group significantly improved cardiac auscultation scores from pre-test to post-test and follow-up (p &lt; 0.05). The high-fidelity simulation group improved from pre- to post-test (p &lt; 0.05) but not at follow-up. The control group showed no significant changes. No significant between-group differences in auscultation scores (p &gt; 0.05), but high-fidelity simulation had higher learning satisfaction (p = 0.013) and total scale scores (p = 0.017) than psychoacoustic learning. Group-time interaction was not significant (p = 0.547).</div></div><div><h3>Conclusions</h3><div>Psychoacoustic learning boosts short- and medium-term cardiac auscultation skills, while high-fidelity simulation enhances short-term performance and learning satisfaction. Combining psychoacoustic methods with simulation or traditional teaching may improve sustainable learning outcomes, balancing effectiveness, accessibility and cost.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104475"},"PeriodicalIF":3.3,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"U.S. graduate nurses’ transition into practice: Perspectives on simulation-based education and cultural awareness in caring for diverse patients","authors":"Patricia L. Pence,&nbsp;Valerie M. Wright","doi":"10.1016/j.nepr.2025.104477","DOIUrl":"10.1016/j.nepr.2025.104477","url":null,"abstract":"<div><h3>Aim</h3><div>This study explored graduate nurses’ (GN) perspectives of how simulation-based education (SBE) and cultural awareness in caring for diverse patients shaped their transition into practice.</div></div><div><h3>Background</h3><div>GNs will ultimately care for a diverse patient population. However, simulation equipment often features light-colored skin tones, limiting realistic exposure to diverse patient populations GNs will encounter in practice. Evidence remains limited on how SBE equips students to safely manage the complexities of care for patients from diverse backgrounds.</div></div><div><h3>Design/method</h3><div>A qualitative exploratory study was designed using individual interviews to explore GNs’ perceptions on how cultural awareness and SBE prepared them to provide safe, quality care for diverse patients. Eleven semi-structured interview questions guided the data collection. The interview data were analyzed using reflexive thematic analysis.</div></div><div><h3>Results</h3><div>This study highlighted how 13 U.S. GNs’ transition into practice was shaped by cultural awareness and SBE. Four themes generated in the interviews were (1) fostering cultural awareness through diverse simulation equipment, (2) psychological safety as a facilitator for deeper learning, (3) clinical realism embedded in both content and context and (4) dedication to cultivating clinical safety. Each theme included two supporting subthemes.</div></div><div><h3>Conclusion</h3><div>Prioritizing psychological safety and emphasizing clinical safety in SBE reinforced the importance of delivering safe, high-quality care for a diverse patient population. Culturally inclusive equipment and diverse patient representations enhanced clinical realism and fostered GNs’ cultural awareness. Collectively, the themes generated in the interviews illustrated how SBE and cultural awareness significantly facilitated GNs’ transition into professional practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104477"},"PeriodicalIF":3.3,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144670376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instruments for measuring clinical reasoning competence in current and future nurses based on COSMIN: A systematic review","authors":"Xiao Ren ,&nbsp;Xiaohui Dong ,&nbsp;Ye Tao ,&nbsp;Xinyu Chen,&nbsp;Xianying Lu,&nbsp;Dingxi Bai,&nbsp;Qi Xue,&nbsp;Chaoming Hou,&nbsp;Jing Gao","doi":"10.1016/j.nepr.2025.104474","DOIUrl":"10.1016/j.nepr.2025.104474","url":null,"abstract":"<div><h3>Aim</h3><div>To systematically evaluate the methodological quality and measurement properties of clinical reasoning assessment instruments for current and future nurses, providing an evidence-based basis for selecting appropriate instruments.</div></div><div><h3>Background</h3><div>Clinical reasoning is a core cognitive process and critical competence for safe nursing care. Despite multiple clinical reasoning assessment instruments, no systematic reviews have evaluated the measurement properties of these instruments against established methodological standards, limiting evidence-based selection.</div></div><div><h3>Design</h3><div>Measurement properties are systematically reviewed according to the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) guidelines.</div></div><div><h3>Methods</h3><div>A systematic search of 11 databases was conducted from their inception to March 31, 2025 (Review period: October 2024-April 2025).</div><div>Methodological quality was assessed using the COSMIN Risk of Bias Checklist and measurement properties were synthesized according to the COSMIN criteria. Two trained reviewers independently screened the studies, with conflicts resolved through consensus.</div></div><div><h3>Results</h3><div>Eighteen studies evaluating twelve clinical reasoning assessment instruments were included. No instrument reported cross-cultural validity, measurement error, or responsiveness. Based on COSMIN evidence grading, the Korean version of the clinical reasoning assessment rubric (K-CRAR) received Category C, while others were Category B.</div></div><div><h3>Conclusion</h3><div>Among Category B instruments, the Nurses Clinical Reasoning Scale (NCRS) has moderate to high-quality evidence for construct validity, internal consistency and hypothesis testing. Given its wide use, it is tentatively recommended. Future research should comprehensively assess its measurement properties, especially exploring cross-cultural validity and responsiveness.</div></div><div><h3>Study registration</h3><div>A protocol was registered on the PROSPERO (CRD42024611032).</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104474"},"PeriodicalIF":3.3,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of reflective practice on nursing students: a scoping review","authors":"Madeleine Bowers ,&nbsp;Daniel Terry ,&nbsp;Pauletta Irwin","doi":"10.1016/j.nepr.2025.104468","DOIUrl":"10.1016/j.nepr.2025.104468","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the strengths and weaknesses of clinical reflection and its impact on clinical practice among nursing students.</div></div><div><h3>Background</h3><div>Nursing students experience emotional burdens when transitioning from a student to a practicing clinician, with many struggling to apply theoretical knowledge to clinical competency. Reflective practices serve to bridge the gap between theoretical and practical knowledge, while encouraging professional development through self-discovery and self-awareness among nursing students.</div></div><div><h3>Methods</h3><div>A scoping review was conducted in August 2024 across four databases, including PubMed, Scopus, CINAHL and Web of Science. Eligible studies between 2014 and 2024 were included and focused on nursing students undertaking Baccalaureate studies in higher education, who engaged in reflective practice in their program, which included clinical settings such as hospitals, community centres, or simulated learning environments. Data were extracted, grouped into themes and presented through narrative synthesis. The review followed the PRISMA-ScR checklist.</div></div><div><h3>Results</h3><div>Among the 13 identified articles, reflective practice was found to be beneficial for supporting clinical competency through professional development. Furthermore, self-discovery and self-awareness were enhanced in nursing students when reflective practice was incorporated into clinical situations. Reflection had a positive impact on the emotional well-being of nursing students when confronted with the environmental effects of healthcare and supported their clinical reasoning and decision making in clinical situations.</div></div><div><h3>Conclusion</h3><div>Reflective practice has a positive impact on clinical practice and provides emotional support during the transition from student to practicing nurse. Integrating reflective practice in nursing curricula may be beneficial to support and inform nursing students how to reflect and its associated benefits to practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104468"},"PeriodicalIF":3.3,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometric properties of the Spanish version of the Opening Minds Scale for Health Care Providers (OMS-HC) in nursing students","authors":"Concepción Martínez-Martínez ,&nbsp;Vanessa Sánchez-Martínez ,&nbsp;Maria C. Fuentes ,&nbsp;Rocío Juliá-Sanchis ,&nbsp;Juan Diego Ramos-Pichardo","doi":"10.1016/j.nepr.2025.104469","DOIUrl":"10.1016/j.nepr.2025.104469","url":null,"abstract":"<div><h3>Aims</h3><div>To culturally adapt the OMS-HC and examine its psychometric properties in a sample of nursing students in Spain.</div></div><div><h3>Design</h3><div>A cross-sectional validation study design</div></div><div><h3>Methods</h3><div>The original scale was translated and adapted following the International Test Commission guidelines for translating and adapting tests. The reliability was measured using the ordinal alpha method. The factor structure was determined by Confirmatory Factor Analysis (CFA). A CFA was performed using the Diagonally Weighted Least Squares (DWLS) estimation method for ordinal data with robust standard errors. Convergent validity was assessed using Spearman’s rank correlation coefficients between the OMS-HC scale and the Level of Contact Report.</div></div><div><h3>Results</h3><div>A total of 747 nursing students participated in the study. The Spanish version tested on nursing students included 15 items and the factorial structure was one-dimensional. This model obtained a good fit for both the absolute and the incremental fit indices. Convergent validity results showed a negative correlation between the level of contact report and scores on the one-dimensional version of the OMS-HC-15 items. The reliability was acceptable, as reflected by the ordinal alpha.</div></div><div><h3>Conclusion</h3><div>The OMS-HC has adequate psychometric properties in Spanish nursing students. This questionnaire may be useful for measuring a single aspect, namely stigma.</div></div><div><h3>Implications for the profession</h3><div>Its relevance lies in the possibility for instructors to measure changes in stigma following educational or awareness-raising interventions to ensure that people with mental disorders receive better healthcare<strong>.</strong></div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104469"},"PeriodicalIF":3.3,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}