Zhongguo cuzhong zazhi (Aug 2024)
立德树人视域下脑血管病情景模拟案例教学效果评价问卷编制及信效度检验 The Compilation and Reliability and Validity Tests of the Evaluation Questionnaire for the Teaching Effects of Cerebrovascular Disease Scenario Simulation Cases from the Perspective of Morality Education
Abstract
目的 在立德树人视域下，根据“价值塑造、能力培养、知识传授”三位一体学生培养目标和职业核心能力要求，编制以脑血管病情景模拟案例为载体的教学效果评价问卷，并评价其信效度。 方法 采用访谈、专家函询等方法构建脑血管病情景模拟案例教学效果评价问卷。在山东第二医科大学2021级护理专业学生中随机抽取50名进行问卷填写和意见收集，进一步完善问卷。另外随机抽取130名学生进行正式问卷填写，并对问卷进行条目分析、效度和信度评价。 结果 本研究形成了脑血管病情景模拟案例教学效果评价问卷，该问卷包括能力培养、价值引领、案例编制3个维度，共25个条目。130份正式调查问卷中有125份为合格问卷，信效度检验显示：探索性因子分析提取3个公因子，累计方差贡献率为65.68%。问卷整体的Cronbach’α系数为0.914，能力培养、价值引领和案例编制维度的Cronbach’α系数分别为0.917、0.941和0.937。问卷具有良好的可靠性、稳定性。各维度得分与总分的相关系数r值在0.607～0.799之间。 结论 本研究形成的问卷具有良好的信效度，可以作为情景模拟案例教学效果的评价工具。 Abstract: Objective To compile a questionnaire for evaluating the teaching effects of cerebrovascular disease scenario simulation cases in accordance with the training objectives and occupational core competence requirements of students in the trinity of “value shaping, ability training and knowledge imparting” from the perspective of morality education. Methods Interviews and expert consultations were used to construct the evaluation questionnaire for cerebrovascular disease scenario simulation case teaching. Fifty nursing students in grade 2021 at Shandong Second Medical University were randomly selected to fill in the questionnaire, and their opinions were collected to the questionnaire. In addition, 130 students were randomly selected to complete a formal questionnaire. Then the questionnaire items were analyzed, and the validity and reliability were evaluated. Results In this study, a questionnaire was developed to evaluate the teaching effects of cerebrovascular disease scenario simulation cases, which included 25 items across three dimensions: ability cultivation, value guidance, and case compilation. A total of 125 out of the 130 formal questionnaires were qualified. The reliability and validity tests showed that three common factors were extracted by exploratory factor analysis, and the cumulative variance contribution rate was 65.68%. The Cronbach’α coefficient of the whole questionnaire was 0.914, and the Cronbach’α coefficients of the ability cultivation, value guidance and case compilation dimensions were respectively 0.917, 0.941 and 0.937, indicating good reliability and stability of the questionnaire. The correlation coefficient between each dimension score and the total score were 0.607-0.799. Conclusions The questionnaire developed in this study has good reliability and validity, and can be used as an evaluation tool for the teaching effects of scenario simulation cases.
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