RESUMO
Objective: Measurement invariance assesses the psychometric equivalence of a construct across groups or across time. This study aimed to find out whether the newly modified 5-point Likert scale SEGUE Framework for evaluating doctor's communication skills demonstrates measurement invariance among Chinese and Ghanaian patients. Methods: Measurement invariance tests were conducted using two samples collected from the two cultures respectively (China: N = 598 and Ghana: N = 591). Confirmatory Factor Analysis (CFA) was used to test for the factor structure. Multiple-group CFA was used to test the measurement invariance of the SEGUE between the two samples. Results: The same five-factor model showed acceptable model fit in both Chinese and Ghanaian samples. Cross-cultural measurement invariance tests revealed that scalar invariance was observed across the two samples. Conclusion: Cross-cultural adaptations of instruments should exhibit measurement invariance to ensure that measures are interpreted and used consistently. Findings of our study suggest that the SEGUE Framework is invariant across the two cultures, which increases confidence in data collection and comparison. Innovation: This is the first study to establish measurement invariance among Chinese and Ghanaians using the SEGUE Framework which assesses doctors' communication from patients' perspectives.
RESUMO
OBJECTIVE: To investigate the effect of CPBL (Problem Based Learning on Case) combined with SBAR (Situation, Background, Assessment and Recommendation) mode in clinical teaching for nursing students. BACKGROUND: Clinical internship training is the key step for the nursing education. The clinical thinking ability of Chinese nurses is mostly at the middle or low level. To improve clinical thinking ability, especially critical thinking, is of great significance to the nursing practice education. METHODS: 102 nursing students of the Third Xiangya Hospital, Central South University were selected as the participants from June 2018 to September 2019. We applied the CPBL + SBAR mode to the participants during the practice teaching, and conducted questionnaires and semi-structured interview pre- and post-intervention. RESULTS: After intervention, the nursing students' scores of critical thinking ability (311.47 ± 22.67) were higher than those before intervention (289.75 ± 19.94); the total score (69.84 ± 6.217) and scores in four dimensions of positive problem orientation (RPO), negative problem orientation (NPO), avoidance style (AS) and impulse neglect style (ICS) were all lower than that before intervention (75.53 ± 6.09); the score of rational problem solving (RPS) (18.38 ± 2.714) was higher comparing to the that of pre-intervention (17.11 ± 2.20); the difference was statistically significant (P < 0.05). The approval rate of nursing students to the positive effect of CPBL + SBAR teaching mode was from 78.43% to 93.13%. The semi-structured interview suggested that the model was worth promoting, but the implementation duration was limited. CONCLUSION: CPBL + SBAR teaching mode could improve the nursing students' critical thinking and problem-solving ability. The nursing students and teachers' satisfaction to the new teaching mode was high.