【摘要】 目的评价中文版临床护理教师有效行为评价表(C-NCTEI)在本科护生带教老师中的适用性。方法参照量表翻译程序,将英文版临床护理教师有效行为评价表(NCTEI)翻译成中文,采用目的抽样法将5个省市15所医院的481名本科护生带教老师作为受试者。采用随机数字法选取总样本中的241个样本进行项目分析、探索性因子分析、收敛效度检验、区别效度检验、重测信度及内部一致性信度检验,选取240个样本进行验证性因子分析及组合信度分析。结果中文版(C-NCTEI)共抽取3个公因子,分别命名为:个性特征、教学能力、护理能力,累计方差解释率为71.783%,各条目因子载荷在0.677~0.851之间;各模型适配指数GFI、CFI、NFI、IFI均大于0.9,χ2/df=2.166,RMSEA=0.07,RMR=0.034,各维度组合信度(CR)为0.899、0.879、0.88;总体组内相关系数为0.854,各维度在0.848~0.892之间;整体Cronbach’sα系数为0.917,各维度Cronbach’sα系数在0.823~0.841之间。结论中文版NCTEI具有良好的信度与效度,适用于本科护生临床带教老师有效教学行为的评价。更多还原

【Abstract】 Objective To test reliability and validity of the Chinese version of Nursing Clinical Teacher Effectiveness Inventory(C-NCTEI). Methods 481 preceptors of the undergraduate students from 15 hospitals in 5 areas were investigated and then splitted into group A with 241 samples and group B with 240 samples. Data in group A was used to proceed item analysis, exploratory factor analysis, convergent analysis, discriminant validity and internal consistency analysis while data in group B were used to proceed confirmatory factor analysis and composite reliability. Results C-NCTEI consists of 3 dimensions named: personality, teaching ability and nursing competence, which explained 71.783% of the total variance and factor loadings were among 0.677-0.851. Model fits indexes of CFA(GFI, CFI, NFI, IFI) were>00.9, χ2/df=2.166, RMSEA=0.07, RMR =0.034, CR values of 3 dimensions were 0.899, 0.879, 0.88. Comprehensive ICC was 0.854 and it ranged from0.848 to 0.892 among dimensions. Cronbach’s α of the scale were 0.917. Conclusion The reliability and validity of C-NCTEI are acceptable. The scale is a reliable measure for effective clinical teaching testing of preceptors of the undergraduate nursing students.更多还原