Cross-Validity of Learning Scale on In-service Education for Nurses

Abstract

Objective: In our previous study, we developed a scale of nurses' learning from clinical education. This study aimed to test the cross-validation of the Learning Scale on In-service Education for Nurses.

Methods: A self-report questionnaire was administered to nurses working at hospitals. There were 435 participants (response rate: 38.6%). Surveys from 82 participants were excluded from the analysis because they did not answer all the questions. Finally, 353 questionnaires were used for the analysis. We examined the Learning Scale on In-service Education for Nurses, the Scale of Career Self-reliance Behavior, and social support in the workplace. Confirmatory factor analysis was performed to test the fitness of the model obtained from our previous study.

Results: The Learning Scale on In-service Education for Nurses demonstrated acceptable construct validity and internal reliability of its subscales. A path analysis showed that social support from a superior at work (path coefficient=0.23, p=0.01) directly predicted learning from in-service education. Career self-reliance behavior was explained by learning from the in-service education (path coefficient = 0.41, p < 0.01).

Conclusion: Using a different sample from our previous study, this study suggested that the scale is reliable and valid and can be used to evaluate learning acquired by nurses from clinical education. Social support from a superior at work may promote learning from in-service education. Moreover, learning may facilitate self-reliance behavior for career development.