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Assessing core outcomes in graduates: psychometric evaluation of the Paediatric Intensive Care Unit‐Nursing Knowledge and Skills Test
Author(s) -
Long Debbie A.,
Mitchell Marion L.,
Young Jeanine,
Rickard Claire M.
Publication year - 2014
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/jan.12241
Subject(s) - nursing , test (biology) , construct validity , intensive care , medicine , psychometrics , medline , intensive care unit , medical education , consistency (knowledge bases) , educational measurement , psychology , curriculum , clinical psychology , patient satisfaction , psychiatry , pedagogy , biology , intensive care medicine , political science , law , geometry , mathematics , paleontology
Aim To develop and psychometrically test the Paediatric Intensive Care Unit‐Nursing Knowledge and Skills Test – a multiple‐choice test for measuring the key nursing knowledge and skills required for safe, competent practice. Background Intensive care graduate nurse residency or orientation programmes are key strategies in the development of safe and competent practitioners. Essential to these programmes is an evaluation of knowledge and skills. Multiple‐choice examinations provide a valuable way of evaluating broad knowledge and skills; however, there has been limited work in this area to date. Design Psychometric evaluation. Methods The instrument was administered to 79 nurses from four paediatric intensive care units in Australia and New Zealand over 18 months between 2008–2010. Internal consistency using Kuder‐Richardson 20, item analysis and construct validity using the ‘known groups’ technique were explored. Results Kuder‐Richardson 20 reliability estimate for the 109‐item test was 0·85. Instrument scores were significantly higher amongst nurses with postgraduate education and more years of paediatric intensive care experience. Item difficulty indices ranged from 0·08 to 1, with a mean item difficulty of 0·66. Item discrimination ranged from 0·2–0·8. Conclusion Testing of the instrument demonstrated encouraging psychometric properties. With additional refinement, this tool could provide educators and managers with an instrument to assist in the assessment of knowledge and skill acquisition. The instrument requires further testing in different samples of paediatric intensive care nurses to enable validation in other settings and cross‐cultural comparisons.