Engagement in learning activities for newly graduated nurses: Development and psychometric testing of a scale

Abstract

Objective: This study aimed to develop and assess the psychometric properties of the Engagement in Learning Activities Scale (ELAS) for newly graduated nurses. Methods: This cross-sectional study included 58 Japanese medical facilities with >200 beds. A total of 1,405 newly graduated nurses participated in the study, with 299 returning completed questionnaires and 290 providing valid data for analysis. Participants completed a questionnaire that included the ELAS, the Utrecht Work Engagement Scale, the Self-Directed Learning Readiness Scale for Nursing Education, and personal background information. Reliability and validity were assessed through item analysis, exploratory factor analysis, Cronbach's alpha coefficient, correlation with external criteria, and test-retest methods. Results: Item and factor analyses yielded 21 items across four factors. Confirmatory factor analysis demonstrated a good fit. Cronbach's alpha of the ELAS subscale ranged from.712 to.839, and test-retest reliability ranged from..45 to..72. The ELAS was correlated with the Utrecht Work Engagement Scale (r =.454) and the Self-Directed Learning Readiness Scale for Nursing Education (r =.393). Conclusions: The study yielded acceptable estimates of the consistency and construct validity of ELAS, thereby allowing for an objective evaluation of newly graduated nurses' learning efforts. However, stability was inadequate, demonstrating the need for further investigation.