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Health education and competency scale: Development and testing

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  • Huei‐Lih Hwang
  • Mei‐Ling Kuo
  • Chin‐Tang Tu

Abstract

Aims and objective To develop a tool for measuring competency in conducting health education and to evaluate its psychometric properties in a population of entry‐level nurses. Background Until now, no generic instrument has been developed specifically for measuring competency in health education, which is an essential competency for nurses. Existing scales are either insufficient for psychometric evaluation or are designed specifically for senior nurses. To evaluate curricula and courses designed for entry‐level nurses, educators require an instrument for measuring improvement in core competency from baseline to determine whether the minimum level of ability has been achieved. Design Item development for the survey instrument used for data collection in this study was based on the results of a literature review. Methods The self‐evaluated Health Education Competency Scale developed in this study was used to survey 457 nursing students at two nursing schools and 165 clinical nurses at a medical centre in south Taiwan in 2016. The participants were randomly divided into two equal groups. One group was analysed by exploratory factor analysis with varimax rotation, and one group was analysed by confirmatory factor analysis. Results Factor analysis yielded a four‐factor (assessment, pedagogy, motivation and empowerment) solution (18 items) that accounted for 75.9% of the variance. Conclusion The total scale and subscales had good reliabilities and construct validity coefficients. For measuring competency in entry‐level nurses, the Health Education Competency Scale had a good data fit and sound psychometric properties. Relevance to clinical practice The proposed scale can be used to assess health education competency for college nursing students and practising nurses. Furthermore, it can provide educators with valuable insight into the minimum competencies required for entry‐level nurses to deliver quality health care to clients and can guide them in the practice of client‐based teaching.

Suggested Citation

  • Huei‐Lih Hwang & Mei‐Ling Kuo & Chin‐Tang Tu, 2018. "Health education and competency scale: Development and testing," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(3-4), pages 658-667, February.
    • Handle: RePEc:wly:jocnur:v:27:y:2018:i:3-4:p:e658-e667
    DOI: 10.1111/jocn.14116
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    References listed on IDEAS

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    1. Mallory O Johnson & Carol Dawson Rose & Samantha E Dilworth & Torsten B Neilands, 2012. "Advances in the Conceptualization and Measurement of Health Care Empowerment: Development and Validation of the Health Care Empowerment Inventory," PLOS ONE, Public Library of Science, vol. 7(9), pages 1-7, September.
    2. Noordman, Janneke & de Vet, Emely & van der Weijden, Trudy & van Dulmen, Sandra, 2013. "Motivational interviewing within the different stages of change: An analysis of practice nurse-patient consultations aimed at promoting a healthier lifestyle," Social Science & Medicine, Elsevier, vol. 87(C), pages 60-67.
    3. Virpi Maijala & Kerttu Tossavainen & Hannele Turunen, 2015. "Identifying nurse practitioners' required case management competencies in health promotion practice in municipal public primary health care. A two‐stage modified Delphi study," Journal of Clinical Nursing, John Wiley & Sons, vol. 24(17-18), pages 2554-2561, September.
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    Cited by:

    1. Myung-Jin Jung & Young-Sook Roh, 2021. "A Validation Study of the Korean Version of the Nurses’ Patient Education Questionnaire," IJERPH, MDPI, vol. 18(11), pages 1-10, May.

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