Application of Exploratory Factor Analysis and Item Response Theory to Validate the Genomic Nursing Concept Inventory.

ABSTRACT

BACKGROUND: Genomic nursing education requires an assessment to capture understanding of genetic-genomic concepts that are critical to competent nursing practice. The Genomic Nursing Concept Inventory (GNCI) was designed for that purpose. Advanced psychometric analyses were applied to GNCI responses to assess dimensionality and item and scale functioning and to inform inventory refinement. METHOD: The 31-item GNCI was administered to baccalaureate nursing students (N = 758), and exploratory factor analysis (EFA) was applied to explore scale dimensionality and construct validity. Item response theory was applied to explore individual item and overall scale functioning. RESULTS: Unidimensionality of the GNCI was supported. Internal consistency reliability was sufficient for the intended use of the scale. Although a few items were identified for review and potential revision, evidence supports GNCI score accuracy across a wide range of genomic knowledge ability. CONCLUSION: Validity evidence provided support for the use of GNCI scores for the intended purposes.