Content Validity Scale Research Articles

Assessment: The Quality of Instrument to Measure Student’s Scientific Attitude (SSA) based on Content Validity and Empirical Testing

This research aims to determine the questionnaire quality based on: (1) content validity, and (2) empirical testing. The research was research and development using the 4-D model (defining, designing, developing, and disseminating stage). The instrument validation was conducted by an instrument expert, two physics teachers, and five peer reviewers. The subject of empirical testing was 206 students of class XII IPA SMAN 6 Yogyakarta in the 2019/2020 school year. The research instrument was a questionnaire of student’s scientific attitude (SSA) that consists of 20 statement items. The data were analyzed using the raw scale for content validity of the SSA questionnaire, and Product Moment Pearson for empirical testing validation using SPSS 16, and Cronbach’s Alpha value to determine the reliability. The results show that (1) all items of the SSA questionnaire meet content validity with raw scale score between 3.75 and 4, which means on excellent category; (2) the SSA questionnaire meet empirical validity with Product Moment Pearson r between 0.186 and 0.595; all r > rtable: 0.138 (n=206; α = 0.05), and meet reliability with Cronbach’s Alpha value between 0.724 and 0.756; all value > 0.60; which means the SSA questionnaire are feasible to use based on empirical testing

Validity and reliability of the evaluation tool of TCM confidence in students with TCM learning experience

Abstract Objective This study aimed to design an evaluation scale of traditional Chinese medicine (TCM) confidence and then evaluate its validity and reliability. Methods Three parallel samples with TCM learning experience were included in this current study. Randomly selected 500 nursing students were included factor analysis and reliability and validity analyses. After 4 weeks, 200 nursing students were recruited to retest the reliability. The evaluation tool of TCM confidence included 6 dimensions and 25 entries. Results Cronbach’s α coefficient of the evaluation scale was 0.95 and that of the 6 observed aspects were higher than 0.90, and split-half reliability was 0.81. For the retest reliability, Cronbach’s α coefficient of the evaluation scale was 0.93 and that of the 6 examined aspects was all over 0.80. The index of content validity Scale Content Validity Index (S-CVI) was 0.92 and Item Content Validity Index (I-CVI) was 0.83–1.00. Conclusions Observed results may indicate that the designed tool can be used to assess the TCM confidence level of students with TCM studied experience and also can evaluate results of TCM education during studying TCM lectures.

A new instrument to measure healthy workplace qualities: the People in the Office Scale.

This research is aimed at developing a new instrument to assess the healthy workplace qualities based on the environmental theory of stress, and ideas of salutogenic and biophilic design. A total of 319 respondents participated in the study (19-72 years; Mage = 40.86, SDage = 12.70; 69% women). Additionally, nine judges were invited to evaluate the items of the scale for content validity. Using a mixed inductive/deductive method, which included literature analysis and in-depth interviews, an initial pool of 56 items was collected. From the initial pool of 56 items, the more relevant ones were selected. This list named the People in the Office Scale (POS) was subjected to a full psychometric examination. Results of the Exploratory and Confirmatory Factor Analyses show that POS has satisfactory structural and content validity, reliability, and measurement invariance across sex and age. In its final form, POS includes 27 items and five subscales: Ergonomics; Internal Communications; External Infrastructure; Freedom of Action; and Workplace as a Life Narrative. Convergent validity measured by correlating POS scores with the variables of restorative environment, workplace attachment, and organizational cynicism was satisfactory. Divergent validity measured by correlating with mental health, was also satisfactory. This new instrument can be recommended for use in both practice and research to provide evidence-based design guidance.

Validation Of An Assessment Tool For Professionalism In Medical Students: A Mixed Method Study.

To develop and validate a tool for the assessment of professionalism in medical students during clerkship. The mixed-method study was conducted from February to September 2018 at the Islamic International Medical College, Riphah University, Islamabad, Pakistan. A preliminary focus group discussion was followed by two rounds of Delphi technique to validate micro-scenarios for the relevance of each item of the instrument alongside its content validity. For content and construct validation of the tool, content validity, cognitive validity, cognitive pretesting, confirmatory factor analysis and reliability assessment was done. Piloting was done on medical students doing clerkship. Data was analysed using SPSS 21 and AMOS 21. A 35-item preliminary tool from micro-scenarios generated after focus group discussion was developed for the first Delphi round. For the second round, a 29-item tool was resent to the experts for validation. After the second round, the content validity scale was 0.94. Removal of 1 item produced a 28-item tool. Pre-cognitive testing of the 28 items resulted in rephrasing of 4, modification of 2, and deletion of 1 and a tool with 27 items. Piloting was carried out and after CFA resulted in a reduced 21 item tool. Cronbach's alpha value was 0.96. A good to excellent model fit was produced after performing confirmatory factor analysis. A tool comprising of 21 items scored on a 5-point Likert scale that had acceptable construct validity and good content validity was developed. It can be used to evaluate the level of professionalism of local medical students doing clerkship.

Development and Validation of the Prevention of Toxic Chemicals in the Environment for Children Tool: A Questionnaire for Examining the Community's Knowledge of and Preferences Toward Toxic Chemicals and Children's Brain Development.

Early-life exposures to toxic chemicals can adversely impact brain development. Understanding people's knowledge of the impact of toxic chemicals on brain development is critical to reduce widespread exposure to chemicals. Yet it is unknown what people know about risks of toxic chemicals and how to reduce exposures. We developed and validated the questionnaire, PRevention of Toxic chemicals in the Environment for Children Tool (PRoTECT), to examine people's knowledge and attitudes about the influence of toxic chemicals on child development. We used best practices for developing and validating scales. First, we drafted items to assess knowledge of the impact of toxic chemicals on brain development, levels of concern regarding exposures, and preferences for prevention of neurodevelopmental disorders. Second, we received feedback on item clarity from five focus groups consisting of 46 community participants. In addition, 17 experts completed a content validity scale for each item and provided qualitative feedback. We administered the revised 18-item questionnaire to 190 participants of child-bearing age for scale development, and using exploratory factor analysis, we found evidence for a four-factor model of PRoTECT, RMSR = 0.05, of which 16 of the 18 items had adequate content validity with loadings >0.40 on a derived factor. We discuss future directions and applications of PRoTECT.

Know thyself: Development and validation of self-awareness of teaching skills (SATS) measuring instrument for medical teachers

Background Self-awareness is measured previously in the higher education however not specifically in relation to ‘effectiveness of teaching’ thus leaving a gap in the literature. Aim To develop and validate an instrument for medical teachers to measure the self-awareness of their teaching. Methods This was an instrument development multiphase mixed-method study design, based on Brookfield’s four lenses theory. The instrument was validated after administering content validity, cognitive pretesting, confirmatory factor analysis and reliability analysis. Contrasting groups’ method of standard setting was used to determine the cut-off scores for the levels of self-awareness of medical teachers. Results A 26-item preliminary draft instrument was reduced to a 19-item final instrument having four themes, that is; self-reflection, communication with students, student feedback, and peer review. Content Validity Scale was 0.92. Confirmatory factor analysis yielded a model with a good-to-excellent fit and an internal consistency of 0.85. The cut-off values were calculated to be 79%, 70%, 59%, and 53% for excellent, good, average and poor self-awareness of teaching skills respectively. Conclusion The Self-awareness of the teaching skills instrument has excellent validity and good reliability in measuring the self-awareness of teaching skills of medical teachers.

Assessment of content validity for a Neonatal Near miss Scale in the context of Ethiopia

ABSTRACT Background The concept of neonatal near miss is used to identify neonates who nearly died but survived a life-threatening complication in the first 28 days of life. Neonatal mortality is the tip of the iceberg. Quality improvement through utilization of a validated scale and reduction in adverse neonatal outcome is a priority for achieving sustainable development goals. Objectives To develop and assess the content validity of neonatal near-miss scale in the public health hospitals in Amhara Regional State, northwest Ethiopia. Methods A literature review was performed prior to the development of the neonatal near-miss assessment scale. An expert panel committee was formed by health facility practitioners and by the members of the academia. Two rounds of meetings were conducted with the expert panel to reach consensus on the face and content validity. The content validity index, Kappa statistics, and the content validity ratio were computed to estimate the content validity scale of neonatal near miss. Results In this study, four domains (pragmatic, clinical, management, and lab-investigations) with 32 items were identified. The item-level content validity index ranged from 0.7 to 1. The overall scale content validity (S-CVI) (average) for the domains (pragmatic, clinical, management, and lab-investigations) were 0.98, 0.95, 0.96, and 0.96, respectively. The overall S-CVI (universal) was 0.78 to 1, whereas the overall S-CVI (average) of neonatal near miss assessment scale was found to be 0.96. The content validity ratio and Kappa statistics values ranged from 0.6 to 1 and 0.9 to 1 for the respective domains. Conclusion The identified four domains and the respective items were valid enough (content-wise) to be used as identification criteria for neonatal near-miss cases. The scale will contribute to neonatal near-miss identification and also improve the quality of neonatal management care.

Development and Content Validity of a Respiratory Distress Observation Scale-Infant.

Background: Respiratory distress is one of the most commonly reported symptoms in infants in the neonatal intensive care unit and can lead to substantial morbidity and mortality if not assessed and managed appropriately. Yet, a validated scale for assessing respiratory distress across clinicians in infants is not available. Furthermore, a valid and reliable scale is needed as a dependent measure in studies about infant respiratory distress. Objective: The purpose of this study was to establish a content validity index (CVI) of a modification of the Respiratory Distress Observation Scale© (RDOS) for use with infants who are at least 37 weeks gestational age. Design: The RDOS© was revised using the respiratory characteristics of infants and offered to clinical experts for review. Setting/Subjects: A pool of nine experts in neonatal care, including two neonatologists, two nurse practitioners, one respiratory therapist, two staff nurses, and two nurse scientists, evaluated the revised scale for content validity. Results: The scale CVI was calculated by averaging the item CVIs that were ≥0.80 yielding a scale CVI = 0.96. Our content experts further recommended adding the variable capillary perfusion. Conclusions: Content validity was established. This RDOS-Infant has clinical and research utility if subsequent psychometric testing yields additional acceptable reliability and validity statistics.

Development and Psychometric Evaluation of the Healthcare Provider’s Practices, Attitudes, Self-confidence, & Knowledge Regarding Bullying Questionnaire

ABSTRACTPURPOSE The purpose of this research was to develop and evaluate the psychometric properties of Hensley’s Healthcare Provider’s Practices, Attitudes, Self-confidence, & Knowledge Regarding Bullying Questionnaire (HCP-PACK). METHODS Hensley’s HCP-PACK consists of 63 items and three subscales. The subscales were developed based on bullying literature and feedback from five bullying experts. Clinical experts evaluated the scale for content validity and health care providers responded to the questionnaire to examine test re-test reliability and internal consistency for the questionnaire’s subscales.RESULTS The content validity index for the questionnaire was .97 for relevancy and .96 for clarity. Test-retest analysis on the three subscales: attitudes, self-efficacy, and, knowledge yielded Pearson r of.80, .81, and .77 respectively. The subscales for attitudes, self-efficacy, and knowledge had Cronbach’s alphas of .70, .88, and .84 respectively. CONCLUSION These results provide preliminary evidence of the validity and reliability of Hensley’s HCP-PACK. With additional psychometric testing, Hensley’s HCP-PACK instrument has potential for measuring current practices, attitudes, confidence level, and knowledge of pediatric healthcare providers regarding bullying and assessing for bullying during well child exams. Furthermore, the questionnaire could be slightly modified to assess other populations, such as teachers or counselors. Lastly, the information gained during the collection of data can aid in the development of provider interventions to those involved in bullying behaviors.

Development of Health Dieting Competency Scale for College Students

The scale was developed as follows: items generated, and tests of validity and reliability. Items were developed through a literature review, review of instruments, and interviews. A panel of four experts reviewed the scale for content validity. Factor analysis, Pearson correlation, descriptive statistics and Cronbach's ⍺ were used to analyze the data (

Taiwanese translation and psychometric testing of the revised illness perception questionnaire for patients with traumatic injury

The purpose of this study was to undertake a cross-cultural adaptation, translation and psychometric analysis of the Illness Perception Questionnaire Revised for patients with traumatic injury in Taiwan. Illness representations are the cognitive understandings and emotional responses individuals develop, which help to determine their responses to health threats. This methodological study involved four phases. First, two subscales, identity and causes were modified. Second, translation and back translation was undertaken by four translators, moderated by an expert committee. Third, ten patients with traumatic injury pilot tested the feasibility and readability of the Chinese Illness Perception Questionnaire Revised (Trauma), and three professionals assessed the scale for content validity, resulting in minor modifications. Finally, 173 patients with traumatic injury were recruited to the main study and completed the Chinese Illness Perception Questionnaire Revised (Trauma). Item analysis, factor analysis, Cronbach's alpha and split-half reliability were used to the psychometric properties of the Chinese Illness Perception Questionnaire Revised (Trauma). Eight items were removed from the scale as a result of the item analysis. The factor analysis demonstrated a six-factor structure explained 60.3% of the total item variance in the scale, which was very similar to the original scale. The Cronbach's alphas ranged from 0.69-0.80 for each subscale, and the split-half reliability coefficients were from 0.70-0.82. The Chinese Illness Perception Questionnaire Revised (Trauma) had good psychometric properties. Translation of the instrument into Chinese extends its utility to the traumatic injury population. Awareness of patients' illness representations can help clinicians provide appropriate interventions to patients.

Development of a Scale to Assess the Appropriateness of Curricula Materials for Diverse Populations

As America's public school population becomes more diverse, selecting culturally appropriate instructional materials becomes increasingly important. Though several existing scales assess the quality of curricula materials, most do not consider cultural relevance. The Curricula Appropriateness Scale (CAS) was designed to determine the appropriateness of curriculum materials for diverse populations. The final CAS contains six statements with a 4-point, Likert-type scale response option ranging from 1=strongly disagree to 4=strongly agree for each item. Item selection was based on a review of the professional literature and existing instruments. A local panel of experts (n=10) examined a draft version of the scale for content validity. Based on the panelists' comments, the scale was revised and piloted with 27 undergraduates enrolled in an elementary school health course. A national panel of experts (n=5) then examined the scale for content validity. Feedback from the national panel was used to revise the CAS for a second pilot test. Students enrolled in a second elementary school health course completed the second CAS during the assessment of the federally developed curriculum, Learning to Live Drug Free. Item consistency reliability was measured using Cronbach's alpha. Psychometric characteristics and recommendations for using the CAS are presented.

Development of the Parent Self-Evaluation Instrument

Parenting measures have been used most commonly for research and clinical evaluation, with little practical application for parent self-evaluation and education. To help parents assess their parenting strengths and skills and be better directed in their information seeking the Parent Self-evaluation Instrument was developed. The framework and dimensions of this scale are based on the National Extension Parent Education Model. A panel of 23 parenting experts reviewed the scale for content validity. Evaluations of the scales' validity were consistently high.