Shiquan He, Jiayi Guan, Can Xiong, Yunjing Qiu, Yandan Duan, Yan Zhang, Zhiguang Ping, Beilei Lin
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引用次数: 0
Abstract
Aim: To translate, culturally adapt and evaluate the psychometric properties of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for students in nursing and medical disciplines.
Background: Effective peer evaluation tools provide a more scientific and objective assessment of collaborative learning. However, there is a lack of peer evaluation instruments designed for group learning in China.
Design: A cross-sectional, methodological study.
Methods: The PES-TBL was first translated and adapted into Chinese. A panel of 10 experts in nursing and clinical medicine education evaluated the content validity. The psychometric properties of scale were assessed in a sample of undergraduate and postgraduate students.The reliability of the PES-TBL was assessed. Exploratory and confirmatory factor analyses were performed to explore and verify its dimensionality and construct validity.
Results: A total of 564 students were included, the overall content validity index was 0.975. The exploratory factor analysis confirmed a three-factor structure, including responsibility, initiative and collaboration. The reliability of the scale was adequate, with Cronbach's α (0.983), Spearman-Brown split-half index (0.916) and re-test reliability index (0.955). Confirmatory factor analysis showed a three-factor structure explaining 84.336 % of the total variance. All model fit indices fell within acceptable ranges, indicating good structural validity for the Chinese version of the PES-TBL.
Conclusion: The Chinese version of PES-TBL proved to be a reliable tool to test group learning performance in both nursing and medical students and it could be a broadly useful instrument in nursing and medical education.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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