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Clinical decision making: validation of the nursing anxiety and self-confidence with clinical decision making scale (NASC-CDM ©) into Spanish and comparative cross-sectional study in nursing students.
Medel, Daniel; Cemeli, Tania; White, Krista; Contreras-Higuera, Williams; Jimenez Herrera, Maria; Torné-Ruiz, Alba; Bonet, Aïda; Roca, Judith.
Afiliación
  • Medel D; Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198, Lleida, Spain.
  • Cemeli T; Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198, Lleida, Spain. tania.cemeli@udl.cat.
  • White K; School of Nursing, Georgetown University, Washington, DC, USA.
  • Contreras-Higuera W; Open University of Catalonia (UOC), Barcelona, Spain.
  • Jimenez Herrera M; Department of Nursing, University Rovira Virgili, Tarragona, Spain.
  • Torné-Ruiz A; Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198, Lleida, Spain.
  • Bonet A; Xarxa Assistencial Universitària de Manresa, Hospital Fundació Althaia, Manresa, Spain.
  • Roca J; Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198, Lleida, Spain.
BMC Nurs ; 23(1): 265, 2024 Apr 24.
Article en En | MEDLINE | ID: mdl-38658918
ABSTRACT

BACKGROUND:

Decision making is a pivotal component of nursing education worldwide. This study aimed to accomplish

objectives:

(1) Cross-cultural adaptation and psychometric validation of the Nursing Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM©) scale from English to Spanish; (2) Comparison of nursing student groups by academic years; and (3) Analysis of the impact of work experience on decision making.

METHODS:

Cross-sectional comparative study. A convenience sample comprising 301 nursing students was included. Cultural adaptation and validation involved a rigorous process encompassing translation, back-translation, expert consultation, pilot testing, and psychometric evaluation of reliability and statistical validity. The NASC-CDM© scale consists of two subscales self-confidence and anxiety, and 3 dimensions D1 (Using resources to gather information and listening fully), D2 (Using information to see the big picture), and D3 (Knowing and acting). To assess variations in self-confidence and anxiety among students, the study employed the following tests Analysis of Variance tests, homogeneity of variance, and Levene's correction with Tukey's post hoc analysis.

RESULTS:

Validation showed high internal consistency reliability for both scales Cronbach's α = 0.920 and Guttman's λ2 = 0.923 (M = 111.32, SD = 17.07) for self-confidence, and α = 0.940 and λ2 = 0.942 (M = 80.44, SD = 21.67) for anxiety; and comparative fit index (CFI) of 0.981 for self-confidence and 0.997 for anxiety. The results revealed a significant and gradual increase in students' self-confidence (p =.049) as they progressed through the courses, particularly in D2 and D3. Conversely, anxiety was high in the 1st year (M = 81.71, SD = 18.90) and increased in the 3rd year (M = 86.32, SD = 26.38), and significantly decreased only in D3. Work experience positively influenced self-confidence in D2 and D3 but had no effect on anxiety.

CONCLUSION:

The Spanish version (NASC-CDM-S©) was confirmed as a valid, sensitive, and reliable instrument, maintaining structural equivalence with the original English version. While the students' self-confidence increased throughout their training, their levels of anxiety varied. Nevertheless, these findings underscored shortcomings in assessing and identifying patient problems.
Palabras clave

Texto completo: 1 Bases de datos: MEDLINE Idioma: En Revista: BMC Nurs Año: 2024 Tipo del documento: Article País de afiliación: España

Texto completo: 1 Bases de datos: MEDLINE Idioma: En Revista: BMC Nurs Año: 2024 Tipo del documento: Article País de afiliación: España