Development and validation of the oral presentation evaluation scale (OPES) for nursing students

Psychometric evaluation of Persian version of the oral presentation evaluation scale in nursing students

BACKGROUND

Nurses should possess the ability to deliver concise oral presentations. Strong oral presentation skills can improve the quality of nurse-client communication, enhance teamwork among healthcare professionals, and contribute to professional development, leadership, and promotion. This study aimed to determine psychometric evaluation of the Persian version of the oral presentation evaluation scale in nursing students.

METHODS

The study aimed to translate the oral presentation evaluation scale (OPES) into Persian using the standard translation and re-translation method. After the translation, the scale was distributed among 474 nursing students of various levels using the available sampling method. The scale's reliability was assessed using Cronbach's alpha coefficient and test-retest repeatability. The construct validity was determined using the confirmatory factor analysis.

RESULTS

The Persian questionnaire consists of 15 items and is divided into three categories: accuracy of content, effective communication, and speech clarity. The overall score for the content validity index (S-CVI) was 0.94. The three-factor questionnaire's fitness indices were RMSEA = 0.070, comparative fit index (CFI) = 0.96, goodness-of-fit index (GFI) = 0.91, and adjusted goodness-of-fit index (AGFI) = 0.88. The intra-cluster correlation index (ICC) was 0.965, and Cronbach's alpha was 0.875.

CONCLUSION

The study found that the 15-item oral presentation evaluation scale Persian Survey is reliable for assessing nursing students' oral presentation skills.

Psychometric Measurements of the Adherence to Refills and Medication Scales Among Patients With HIV/AIDS in Indonesia

OBJECTIVE

This study aimed to conduct a psychometric evaluation of the Adherence to Refills and Medications Scale (ARMS) among patients with HIV/AIDS in Indonesia.

METHODS

Psychometric analysis was conducted at 2 hospitals and 7 public health centers at the voluntary counseling and testing clinic. Content validity was measured by assessing the relevance and clarity of each ARMS item. Construct validity was also assessed. Reliability was evaluated using internal consistency and test-retest reliability.

RESULTS

This study involved 11 experts in the assessment of the content validity and 240 participants in the estimation of the construct validity. All ARMS items were generally considered easy to understand and relevant, with scale-level content validity index based on the average method (S-CVI/Ave) of 0.9 (>0.78) and item-level content validity index (I-CVI) in the range from 0.5 to 1 for the relevance level and S-CVI/Ave of 0.95 (>0.78) and I-CVI in the range from 0.8 to 1 for the clarity level. Two items (numbers 2 and 3) were revised based on experts' suggestions to enhance comprehension. Confirmatory factor analysis supported 2 subscales: adherence to taking medications and adherence to refilling prescriptions. Good reliability was supported by internal consistency (Cronbach's α 0.793) and test-retest reliability (intraclass correlation coefficient 0.722) for the overall adherence score.

CONCLUSIONS

The Indonesian version of ARMS is a valid and reliable medication adherence scale when used in Indonesian patients with HIV/AIDS.

Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

BACKGROUND

The integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students' competency in HSS.

METHODS

A comprehensive assessment was conducted on first-year medical students (n = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).

RESULTS

Positive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.

CONCLUSION

Our findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

The effects of a structured educational program on preparedness for self-employed careers in Italian undergraduate nursing students

BACKGROUND AND AIM OF THE WORK

In the Italian and also international contexts, there is a paucity of evidence testing whether a structured educational intervention delivered from remote might be useful in increasing the levels of preparedness for self-employed careers among third-year nursing students, despite freelance nursing careers are a promising component of the current labour market. This study aimed to test the effects of a structured educational program on the preparedness for self-employed careers in Italian undergraduate nursing students.

METHODS

The study was quasi-experimental and nonrandomized and employed a pre/post-intervention approach with convenience sampling. Data were collected before the structured education program was delivered (T0) and up to one day after the instruction was delivered (T1).

RESULTS

In this study, 717 third-year nursing students were enrolled. The most significant difference between T0 and T1 was in the domain of knowledge about pensions and retirement issues, followed by administrative rules knowledge. There were substantial variations between T0 and T1 in the area of logistic characteristics in determining the price of a freelance nursing activity, as well as scores in the domain of care complexity in determining the price of the independent nursing occupation.

CONCLUSIONS

This study proved the short-term impacts of a structured educational program on enhancing levels of preparation for self-employed professions among Italian undergraduate nursing students. This topic requires more attention as the demands of prepared healthcare workers to undertake self-employed careers necessitate a greater capacity to properly educate nursing students for self-employed occupations within their undergraduate path.