Person-centered care assessment tool with a focus on quality healthcare: a systematic review of psychometric properties.

BACKGROUND: The person-centered care (PCC) approach plays a fundamental role in ensuring quality healthcare. The Person-Centered Care Assessment Tool (P-CAT) is one of the shortest and simplest tools currently available for measuring PCC. The objective of this study was to conduct a systematic review of the evidence in validation studies of the P-CAT, taking the "Standards" as a frame of reference. METHODS: First, a systematic literature review was conducted following the PRISMA method. Second, a systematic descriptive literature review of validity tests was conducted following the "Standards" framework. The search strategy and information sources were obtained from the Cochrane, Web of Science (WoS), Scopus and PubMed databases. With regard to the eligibility criteria and selection process, a protocol was registered in PROSPERO (CRD42022335866), and articles had to meet criteria for inclusion in the systematic review. RESULTS: A total of seven articles were included. Empirical evidence indicates that these validations offer a high number of sources related to test content, internal structure for dimensionality and internal consistency. A moderate number of sources pertain to internal structure in terms of test-retest reliability and the relationship with other variables. There is little evidence of response processes, internal structure in measurement invariance terms, and test consequences. DISCUSSION: The various validations of the P-CAT are not framed in a structured, valid, theory-based procedural framework like the "Standards" are. This can affect clinical practice because people's health may depend on it. The findings of this study show that validation studies continue to focus on the types of validity traditionally studied and overlook interpretation of the scores in terms of their intended use.

Validity evidence for the coping strategy indicator-short version (CSI-S) among psychology students.

The abbreviated measurement of coping strategies is useful for monitoring and identifying the effects of stress. The Coping strategy indicator-Short version (CSI-S, including the dimensions of seeking support, problem solving and avoidance strategies) is a new adaptation of the full version of this indicator, and additional evidence of its validity is needed. Psychology students (n = 125) from a public university in Lima, Peru, were recruited to help provide such evidence of validity in terms of internal structure, reliability and associations with other variables (perceived stress and general efficacy in cope with difficulties), which were evaluated using nonparametric item response theory procedures. Support-seeking and problem-solving items from the Mokken scale and the avoidance scale exhibited limitations. The correlations between the scales were moderate or low and exhibited theoretical consistency, and the relationship with perceived stress highlighted the predictive capacity of avoidance and problem-solving strategies. In general, the CSI-S exhibits suitable psychometric properties; however, the avoidance score requires further examination or reconstruction of its items.

Estudio transcultural con la prueba de Bender - Sistema de Puntuación Gradual / Cross-cultural study with Bender Test - Gradual Scoring System

El objetivo del presente estudio es comparar el desempeño en la Prueba Gestáltica Visomotriz de Bender - Sistema de Puntuación Gradual (B-SPG) en un grupo de niños peruanos en función a los datos ofrecidos por el manual brasilero de la prueba. Participaron 82 niños, de ambos sexos, con edades entre los 8 y 10 años (M = 9.21, DT = 0.83). Los niños provenían de los distritos de Pueblo Libre (43.9%) y Rímac (51.2%), de la provincia de Lima, así como también de Lima Metropolitana (4.9%). El B-SPG fue aplicado de forma colectiva. Los promedios de puntos obtenidos por los niños peruanos en el B-SPG fueron significativamente superiores a los obtenidos por los niños brasileros en cada una de las edades estudiadas. Se destaca la importancia de investigar evidencias de validez y de confiabilidad para que la prueba pueda ser usada de forma adecuada en el Perú, considerando las particularidades de desarrollo de los niños del país...

The objective of the study is to compare performance on the Bender Visual Motor Gestalt test - system of Gradual punctuation (B-SPG) in a group of Peruvian children in connection with the data provided by the Brazilian manual of the test. In this research 82 Peruvian children were involved, both sexes, with ages between 8 and 10 years (M = 9.21, DT = 0.83). The children came from the districts of Pueblo Libre (43.9%) and Rimac (51.2%) in the province of Lima, as well as from metropolitan Lima (4.9%). The B-SPG was collectively applied in the childrenÆs schools. The average points earned by the Peruvian children in the B-SPG were significantly higher than those obtained by Brazilian children in each one of the ages studied. It emphasizes the importance of investigating evidence of validity and reliability, so that, the test can be used appropriately in Peru, considering the peculiarities of the development of children in the country...

Actitudes de docentes y estudiantes de pregrado de medicina hacia la metodología activa de enseñanza- aprendizaje / Predegree medicineÆs student and teachers attitudes towards the active methodology of education student and learning

Objetivo: Determinar las actitudes de los docentes y de los estudiantes de pregrado de medicina de una universidad privada de Lima hacia la metodología activa de enseñanza aprendizaje (MAEA). Material y métodos: Investigación no experimental, cuantitativa, descriptiva-comparativa, realizada a 188 estudiantes de cuarto y sétimo año de pregrado de medicina y a 72 docentes. Se utilizó una encuesta utilizando la escala tipo Likert validada mediante juicio de expertos y una confiabilidad de 0,71 por alfa de Combrach. Resultados: Se encontró una actitud positiva hacia la MAEA en 65,2 por ciento de los estudiantes y en el 78,5 por ciento de los docentes (p<0,001). En comparación con los estudiantes, se encontró una mayor proporción de docentes con actitud positiva hacia la MAEA en todas las dimensiones y los roles de forma significativa (p<0,001). Se encontró asociación entre una mayor actitud positiva del docente hacia la MAEA con el mayor tiempo de docencia y con la experiencia previa con métodos participativos (p<0,05). Conclusiones: La actitud positiva hacia la metodología activa de enseñanza aprendizaje (MAEA) fue 78,5 por ciento en docentes y 65,2 por ciento en estudiantes, siendo la diferencia estadísticamente significativa. La actitud positiva hacia la MAEA de docentes y estudiantes fueron significativamente diferentes al considerar las dimensiones y roles. Hubo asociación significativa entre la actitud positiva hacia la MAEA de docentes en relación a su tiempo de docencia y a la experiencia previa.

Objective: To determine the attitudes towards the active methodology of education student and learning (MAEA) in predegree medicineÆs student and teachers. Material and methods: Nonexperimental, quantitative, descriptive comparative investigation made to 188 students of the fourth and the seventh year of predegree of medicine and to 72 teachers with an instrument type Likert scale with a validation by means of experts by coincidence to 80 per cent and confiability with an alpha of Combrach of 0.71. Results: A positive attitude towards the MAEA was found in 65.2 per cent of the students and the 78.5 per cent of the teachers (p<0.001). In comparison with the students a greater proportion of positive attitude towards the MAEA was found in teachers in all the dimensions and the roles (p<0.001). There was an association between a greater positive attitude of teachers towards the MAEA, with the greater time of teaching (p<0.01) and previous experience with participative methods (p<0.02). Conclusions: Attitude towards the active methodology of education learning (MAEA) was positive in teachers and students. The positive attitude towards the MAEA between teachers and students were significative different when considering the dimensions and roles. A statistically significant association between the positive attitude towards the educational MAEA was found in teachersrelated to its time of teaching and previous experience.