Item and Structure Evaluation of the Genomic Nursing Concept Inventory.

Abstract

Genomic nursing education requires a genomic literacy assessment supported by evidence of reliability and validity. This study applied psychometric analyses to provide support for the Genomic Nursing Concept Inventory (GNCI). Over nine semesters, baccalaureate nursing students (N = 1,065) completed the GNCI on the first and last days of genomics instruction. Psychometric analyses assessed scale and item performance pre- and post-instruction. Exploratory factor analysis supported scale unidimensionality and identified items with low pattern coefficients. Analyses supported test-retest and internal consistency reliability and criterion validity. Scale difficulty decreased by 28% from pre- to post-instruction. Underperforming items were identified for further inventory refinement. Findings support use of the GNCI to measure learning needs pre-instruction and learning gains post-instruction. Data also inform planned inventory revision.