Academic nurse educators (ANEs) construct teacher-made course exams to evaluate students' knowledge in the cognitive domain and measure student learning outcomes. The study's purpose was to describe the frequency with which ANEs use exam and item analysis to evaluate teacher-made course exams in prelicensure nursing programs. The study also examined if variables predict the frequency with which ANEs use exam and item analysis. This study used a descriptive correlational design. Participants were 127 ANEs from across the US. The significant predictor variable of ANEs' use of exam and item analysis was professional development in exam evaluation. The significant predictors for ANEs' use of exam analysis were professional development in exam evaluation and years of nursing education teaching experience, and the significant predictors for ANEs' use of item analysis were professional development and academic preparation in exam evaluation.

Efficacy of glutamate-GABA modulator riluzole for the treatment of cognitive and psychotic symptoms in 22q11.2 deletion syndrome: A placebo-controlled crossover trial.

Research tool development and validation process is enigmatic and opaque due to the diverse range of techniques it requires. As a result, the main goal of this article is to provide an overview of the research tool development process as simply as possible in order to support the development of new, valid, and reliable research tools, as well as improvement of existing ones. We accomplish this work by presenting all of the required steps in the right sequence to develop a research tool. In light of our search, we suggest five phases of tool development and validation, each with its own sub-steps. The first step involves preparing the preliminary draft, which includes conceptualizing the construct, evaluating current practices, conducting focus group discussions, and creating the item pool. The second phase includes the tool draft's validation with internal and external review, as well as the tool's pre-testing. Phase three includes field testing of the finalized tool draft, sampling planning, and data collection. The fourth phase includes the analysis of research tool data with item analysis, exploratory factor analysis, internal consistency, and test-retest reliability. The fifth phase is all about scale interpretation using percentiles, standard scores, norms, and cut-off points. Additionally, we briefly discussed the key best practices indicated in each step. This review will help both scientists and practitioners to understand all the steps and methodologies of research tool development and validation.

ABSTRACT Journalists are regularly accused of being strongly left leaning, which critics claim leads to biased reporting. Previous research suggests this assumption may be over-simplistic, but direct empirical tests are rare, suffer from substantial shortcomings, and still need to acknowledge this process’s complexity. Therefore, we theorize the conditional nature of how journalists’ political orientations translate into their news reporting. We assert that journalists’ autonomy within organizational constraints and professional role orientations as an expression of journalism’s institutional logic may act as “correctives” against this translation. Our study combines a quantitative manual content analysis of political news items in Austria (n = 3,539) with a subsequent survey of 160 journalists who authored 626 of those items. We operationalize bias in news coverage via subjective evaluations of journalists, political party composition, and value frame composition in the news content they produce. The findings suggest that the left-right political orientation of journalists affects the use of subjectivity in reporting and political party composition, but in the opposite direction in the latter case, in which journalists seem to overcompensate for their individual views. There is only a tentative impact on value frame composition. Political ideology interacts with journalists’ autonomy and with their professional role orientations, but the mechanisms behind different kinds of bias differ fundamentally. We conclude that balancing out ideological biases is a delicate equilibrium utilizing various mechanisms involving organizational and institutional factors that must be continually renewed in a changing news ecosystem.

Indian agriculture continues to face major risks due to unpredictable climatic conditions, which makes timely and trustworthy information essential for farmers to make resilient decisions. In this context, ICT tools have become valuable resources by offering alerts, advisories, and practical solutions that support farmers in dealing with climate-related challenges. To understand farmers’ attitudes toward using these tools, a Likert summated rating scale technique was used to develop an attitude scale. Using insights from extension experts and previous research, 80 statements were initially drafted. After applying Edwards’ criteria to refine the items, 15 statements were deleted, leaving 65 statements for further evaluation. These 65 items were then rated for relevancy by a panel of 100 judges. Based on their ratings, Z-values were calculated, resulting in the selection of 32 statements. These 32 items were subsequently administered to 60 farmers in Prakasam and Guntur districts of Andhra Pradesh and the farmers responded using a five-point agreement scale. Item analysis was conducted by computing t-values for all statements. 18 statements with t-values greater than 1.75 were identified as strong discriminators and therefore included in the final scale, consisting of 13 positive and 5 negative statements. The split-half reliability coefficient (r = 0.74) and cronbach alpha coefficient of 0.78 was significant at the required level, confirmed that the scale is reliable for assessing farmers’ attitudes toward ICT tools.

The growing emphasis on inclusive education highlights teachers’ attitudes and self-efficacy as interrelated yet distinct correlates of inclusive teaching. Building on prior literature that underscores their conceptual proximity, this study aimed to examine how teachers’ views on inclusion relate to their self-reported intentions and perceived self-efficacy for inclusive teaching. Given the cross-sectional, self-report design, the study addresses associations among attitudes, perceived self-efficacy, and intentions, rather than enacted inclusive practice. A cross-sectional survey was conducted with 323 Greek secondary special education teachers using three validated and culturally adapted instruments: the Attitudes toward Inclusive Education Scale (AIS), the Inclusive Classroom Teaching Intentions Scale (ITICS), and the Teacher Efficacy for Inclusive Practices Scale (TEIP). Pearson correlation analyses revealed strong within-instrument associations, indicating good internal coherence, and moderate cross-instrument associations, suggesting meaningful but not redundant relationships between attitudes, intentions, and self-efficacy. To further explore the latent structure, an Exploratory Factor Analysis (EFA) of AIS, ITICS, and TEIP items yielded a four-factor solution explaining 56.14% of the variance: Attitudes toward Inclusive Education, Intentions to Teach in Inclusive Classrooms, Self-efficacy for Behavior Management, and Self-efficacy for Collaboration and Professional Support. This study advances the field by clarifying how teachers’ attitudes, self-efficacy, and intentions covary, thereby informing the development of more targeted and theoretically grounded interventions.

This study describes the development of the Universal Secondary School Satisfaction Scale (USSC), designed to assess secondary school students’ perceptions of their learning environment in a Ugandan context. The scale was developed through a comprehensive literature review and qualitative insights from interviews and focus groups with content domain experts, resulting in a 12-item measure covering four key domains: student-content interaction, student-student interaction, student–teacher interaction, and overall student satisfaction. A sample of 50 senior four students (33 girls and 17 boys, aged 12 to 17 years, with a mean age of 15) from a government “seed school” completed the survey. Data analysis indicated high internal consistency (Cronbach’s alpha = .78), with most items showing adequate difficulty and variability, and inter-item correlations exceeding .30, supporting the scale’s reliability. Item analysis showed that while most items contributed meaningfully to the overall scale, one reverse-coded item had a slightly lower item-total correlation but was retained for content validity. The findings suggest that the USSC is a reliable and valid instrument for measuring student satisfaction in secondary schools, providing valuable insights for educators and policymakers seeking to improve learning environments.

Endometriosis (EMS) is a chronic condition primarily characterized by pain and infertility, significantly affecting the physical, mental, and emotional well-being of patients. The primary goal of EMS treatment is to improve patients’ quality of life (QoL). However, due to cultural, family, and systemic differences between China and Western countries, the current Chinese version of the Endometriosis Health Profile-30 (EHP-30) fails to fully capture the specific needs of EMS patients in China. Therefore, this study aimed to revise the Chinese version of the EHP-30 to better align with the characteristics of EMS patients in China, with a focus on evaluating and improving QoL. The revision process was based on a literature review, qualitative interviews with EMS patients, and expert consultations. The newly revised Chinese version of the EHP-30 was tested for reliability and validity through convenience sampling, involving 228 valid questionnaire responses. Statistical methods including item analysis, reliability testing (Cronbach alpha coefficient and retest reliability), and validity testing (structural validity, correlation validity, and content validity) were employed to evaluate the revised scale. The item analysis led to the exclusion of items that did not meet statistical criteria. Reliability testing demonstrated good consistency and stability, with Cronbach alpha coefficient ≥ 0.70 and retest reliability ≥ 0.70. The correlation coefficient for validity was found to range from 0.4 to 0.8. The final scale, the eHealth Literacy Scale for EMS patients, consists of 38 items across 4 dimensions, with higher scores correlating to a higher QoL for EMS patients. The revised Chinese version of the EHP-30 scale provides a scientifically validated tool to assess the impact of EMS on patients’ lives. This scale offers insights into patients’ QoL and can help guide targeted medical interventions. In the long term, this study sets the foundation for developing personalized care strategies for EMS patients in China.

A 70-item measure of spontaneity, innocuously entitled the Personal Attitude Scale (PAS), was tested for its reliability and validity. After an item analysis, 58 items were retained in the final version of the PAS. The internal consistency reliability (Cronbach's c) values were .77 for men and .86 for women, and .86 for both samples combined. Evidence for construct validity of the PAS was mixed. The PASwas (a) uncorrelated with Snyder's Self-Monitoring Scale in both men and women, (b) significantly (p < .05) correlated with the Beck Depression Inventory and Zuckerman's Sensation-Seeking Scale (general and subscale scores) in women, and (c) correlated with only the general sensation-seeking score, Thrill and Adventure Seeking and Experience Seeking, in men.

ABSTRACT Measures of creative behavior have typically been developed for adults (Biographical Inventory of Creative Behavior [BICB]). Such measures are important for examining the mechanisms of creativity and for understanding how creativity education relates to creative behavior. In Japan, where creativity education has become increasingly emphasized in schools, a scale needs to be developed that can assess creative behavior not only among adults but also among adolescents. Thus, this study developed a Japanese version of the BICB (BICB‐J) and examined its measurement properties using the Item Response Theory (IRT) (Study 1). The results demonstrated that multiple BICB items had a high difficulty level and that the BICB‐J was extremely difficult for Japanese adults. Differential item and test functioning analyses revealed that the difficulty of the BICB‐J items varied by gender and age even when the respondents' traits were the same. Furthermore, this study developed the BICB‐J for adolescents by adding items and examining its measurement properties using IRT (Study 2). The results showed that the BICB‐J items for adolescents had less difficulty measuring the creative behavior of Japanese adolescents than that of adults. The results are discussed considering previous findings on creative activity among Japanese people.

The prevalence, recurrence rate, and mortality rate of adolescent depression are at a high level, necessitating a rigorous assessment tool to screen the actual level of self-management in adolescents with depressive disorders. In order to provide personalized and targeted self-management support for them, this study aims to develop and validate a self-management scale for adolescents with depressive disorders. We developed and validated a Self-Management Scale for Adolescents with Depressive Disorders (SSADD). The study involved two phases: scale development and validation. In the scale development phase, a pool of scale items was initially formed through a literature review. Two rounds of expert consultations and pre-pilot investigation were conducted to refine the scale and evaluate its validity. The scale was tested on 356 participants using item analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), test-retest reliability and internal consistency evaluation. The scale consists of three factors and twenty-four items. Following two rounds of expert correspondence, the I-CVI of the items ranged from 0.83 to 1.00, While the S-CVI/Ave was 0.94, indicating a high level of content validity. The Cronbach's alpha value of Medical Management is 0.807; the Emotional Management is 0.786; the Role Management is 0.969, and the total scale is 0.912, showed good internal consistency. The retest reliability coefficient was 0.802, which was found to be statistically significant (p < 0.01), indicating that the scale demonstrates good stability over time. The SSADD is valid and reliable. It can serve as a valuable tool for self-management assessment in adolescent patients with depressive disorders, enabling timely identification of issues in self-management during the treatment process.

Instructional planning in Senior High School chemistry is frequently informed by summative assessment outcomes, which offer limited diagnostic insight into students’ topic-specific learning needs. This study reports the development and preliminary validation of CHEM-LENS (Chemistry Learning Needs Survey), a curriculum-aligned diagnostic instrument designed to identify perceived learning difficulties across major chemistry domains. Employing a quantitative descriptive research design, CHEM-LENS was developed through a staged, theory-informed process encompassing curriculum-based item construction, readability evaluation, expert content validation, pilot testing, item analysis, and estimation of internal consistency reliability. The finalized 50-item instrument was administered to Senior High School students (n = 80), with a separate pilot sample (n = 50). Findings indicated acceptable preliminary measurement quality, including strong expert-rated content validity, satisfactory item functioning, and good internal consistency reliability (Cronbach’s α = .83). Results of the needs assessment revealed differentiated patterns of chemistry learning difficulty, with thermochemistry, chemical reactions, chemical bonding, and atomic structure emerging as high-priority learning need areas. In contrast, topics grounded in foundational concepts and real-life applications were perceived as less challenging. Collectively, these findings suggest that CHEM-LENS demonstrates adequate preliminary quality for diagnostic use and holds promise for supporting data-informed instructional planning in Senior High School chemistry. Further psychometric validation is recommended to strengthen its measurement properties and applicability across diverse educational contexts.

The research paper was to advance and confirm a psychometric measure on gender role attitude among adults in Bangladesh. The knowledge on the attitudes towards gender roles is essential when applying to enhance equity and societal growth, and a crossculturally defined tool to facilitate the same was required. In the first round, 25 items were produced through a logical way of generating so as to make it content relevant. The 220 purposively chosen adult respondents (both male and female) took the preliminary version of the scale. The face validity was determined by judgment of experts and reaction of participants. Item analysis and exploratory factor analysis (EFA) were the steps involved in the analysis of data to extract the item reduction and factors. Based on EFA, 8 items were retained and loaded on two separate factors which were Mutual Understanding and Equity. Inter-factor calculations were statistically significant and thus conspired with the construct (convergent) validity of the scale. The scale had a good overall reliability (Cronbach α = .82) and one could find that its factors were also relatively reliable with acceptable levels of internal consistency. The use of independent sample t-tests demonstrated important gender based differences in gender role attitudes between the male and female group, and this area of significant perceptual difference has been highlighted. It will be found out that the newly derived scale was in fact reliable as well as valid in measuring gender role attitudes in the Bangladeshi adults. Its high psychometric forms also help the scale become an asset when used in research and social policy interventions in relation to generating gender equity in the future. Bangladesh Journal of Psychology, Vol. 25, December 2025, pp. 1-15

Assessment of learning involves determining whether the content and objectives of education have been mastered by administering quality tests. However, the quality of the test items used in evaluating students’ achievement has been a major area of concern in teaching and research. This paper assessed the quality of Nigerian Government and Economy (NGE) Examination items of Northwest University, Kano by conducting item analysis. The developed one hundred (100) questions was administered to N=256 undergraduate students. The data obtained was analysed by conducting item analysis to determine the item difficulty, item discrimination indices, as well as the distractors analysis. Results indicate that, based on difficulty indices 55(55%) items were “defective” or “faulty”, 66(66%) of the items have poor discriminating power. Similarly, the result of the distracter analysis showed 59(28%) of the distracters been flawed, having failed to meet the set minimum standards. Based on the findings it can be concluded that the test used has not been validated during the item development processes. It is recommended that, the Nigerian Government and Economy (NGE) test items used in measuring students’ achievement should be adequately improve through formal processes of standardisation and validation by conducting item analysis to ensure its reliability and minimise measurement errors.

This community service program was carried out at SD Negeri 1 Sangsit, Buleleng, with the aim of strengthening teachers’ competencies in coding and artificial intelligence (AI)-based learning to support the development of 21st-century skills. The activity was motivated by the challenges faced by teachers who had not yet implemented assessments aligned with the learning steps, such as developing test blueprints and conducting detailed item analyses. In the context of modern education, 21st-century-oriented assessment plays a crucial role as it emphasizes authentic evaluation that integrates critical thinking, collaboration, creativity, and communication skills. Through this workshop, teachers were guided to understand the concepts of coding and AI-based learning while designing assessments relevant to real-world contexts. The program was successfully implemented with 100% realization, resulting in a significant improvement in teachers’ knowledge and skills. This was evidenced by an increase of 73% between the pretest and posttest scores. Overall, the workshop has made a tangible contribution to enhancing teachers’ digital literacy and preparedness in facing the challenges of 21st-century education.

Development and validation of the psychological safety in nursing simulation (PSSANS) tool.

P0457 A healthy diet is associated with sustained remission and low relapse rates in Inflammatory bowel disease: a prospective e-cohort study

While the association between diet-induced inflammation and the risk of cardiovascular disease or cancer has been previously reported, its contribution to chronic kidney disease (CKD) and the underlying biological mechanisms remain unclear. This study aimed to elucidate the mechanistic role of the Dietary Inflammatory Index (DII) in CKD through multi-omics-based mediation analyses and to provide clinically relevant insight. This study included 158,722 United Kingdom (UK) Biobank participants without underlying CKD (median age 57 years; 53% female). The DII was assessed via a 24-hour dietary recall and categorized into quartiles. Incident CKD was identified using International Classification of Diseases (ICD)-10 and Office of Population Censuses and Surveys Classification of Interventions and Procedures (OPCS)-4 codes. In a sub-cohort with creatinine follow-up, CKD was also defined as an estimated glomerular filtration rate (eGFR) <60 mL/min/1.73 m2. Mediation analyses using proteomics and metabolomics data were conducted to explore potential mechanisms linking diet-induced inflammation to CKD. Individual food item analyses were performed to identify their association with CKD via diet-induced inflammation. During a median of 11.2 years of follow-up, CKD occurred in 4,382 patients. Cox regression revealed that the adjusted hazard ratios for incident CKD were higher in a stepwise fashion across higher DII quartiles (adjusted hazard ratio [aHR] and 95% confidence interval [CI]: Q2, 1.08 [0.99-1.18]; Q3, 1.15 [1.05-1.26]; Q4, 1.17 [1.06-1.29]) relative to Q1 (P-for-trend <0.001). Similar results were observed with eGFR-defined CKD. Proteomics-based mediation analysis identified death receptor and tumor necrosis factor (TNF) receptor-related proteins as mediators linking diet-induced inflammation to CKD. Metabolomics analysis highlighted omega-3 fatty acids, especially docosahexaenoic acid, as protective mediators. Oily fish intake was inversely associated with CKD risk, while sugar-rich and high-fat dairy consumption showed positive associations, partly through inflammatory pathways. The association between the DII and incident CKD risk may be partly mediated by alterations in circulating protein profiles involving TNF receptor superfamily-related pathways and plasma omega-3 fatty acids. Dietary counseling aimed at lowering the consumption of sugar-rich and high-fat dairy products may be beneficial.

Based on the theoretical framework of psychological barriers among third-party bystanders in school bullying contexts, grounded in Protection Motivation Theory and Ecological Systems Theory, this study developed and validated the “Adolescent Bystander Intervention Barrier Perception Scale” (ABIBPS). The initial item pool was developed through literature review and semi-structured interviews, followed by item analysis, exploratory and confirmatory factor analyses across three samples (middle school students, N = 388; middle school students, N = 474; upper elementary school students, N = 547). Results revealed a robust two-factor structure comprising “Personal Risk and Fear Perception” and “Intervention Efficacy and Outcome Uncertainty.” The scale demonstrated measurement invariance across different age groups, good internal consistency reliability, structural validity, and criterion-related validity. Correlation analyses indicated that adolescent bystander intervention barrier perceptions were significantly negatively associated with prosocial behavior, positive youth development, intentional self-regulation, and self-esteem. This study provides a valid measurement tool for understanding the psychological barrier mechanisms of bystander behavior in school bullying, offering significant theoretical and practical implications for promoting active intervention behaviors among adolescents.

The present study aimed to develop the Empathy in Romantic Relationships Scale and to examine its psychometric properties to assess empathy skills within romantic relationships. To develop the scale, an extensive literature review was first conducted, resulting in a preliminary pool. Expert opinions were then obtained, and the items were revised accordingly. Data were collected from 504 individuals (293 females, 58.1%; 211 males, 41.9%) who were married (60.1%), engaged (10.1%), or in a dating relationship (29.8%) to conduct an exploratory factor analysis. The results revealed a two-dimensional structure consisting of nine items. These dimensions were identified as Emotional Empathy and Cognitive Empathy. In the second phase, data were gathered from 222 individuals (158 females, 71.2%; 64 males, 28.8%) who were married (34.7%), engaged (18%), or in a dating relationship (47.3%) to perform a confirmatory factor analysis based on the previously obtained structure. Reliability was examined through Cronbach’s alpha internal consistency coefficients and test–retest analyses. In the item analyses, correlations among the items were assessed, and the mean scores of the lower 27% and upper 27% groups were compared using independent samples t-tests. Criterion-related validity was evaluated by calculating Pearson’s product–moment correlation coefficients between the new scale and the Toronto Empathy Scale as well as the Tolerance Tendency Scale. The findings indicated that the Empathy in Romantic Relationships Scale is a valid and reliable instrument for measuring empathy in romantic relationships.