Luzia E Galdeano1, Rejane K Furuya, Manuel A Rodrigues, Rosana A S Dantas, Lídia A Rossi. 1. Authors: Luzia E Galdeano, PhD, RN, Postdoctoral Researcher at University of São Paulo Ribeirão Preto College of Nursing, Ribeirão Preto, São Paulo, Brazil and Coimbra Nursing School, Health Science Research Unit: Nursing Domain, Coimbra, Portugal; Rejane K Furuya, PhD, RN, Student, Interunit Doctoral Program in Nursing at the University of São Paulo School of Nursing and the University of São Paulo at Ribeirão Preto College of Nursing, São Paulo, Brazil; Manuel A Rodrigues, PhD, RN, Professor, Coimbra Nursing School, Health Sciences Research Unit: Nursing Domain, Coimbra, Portugal; Rosana AS Dantas, PhD, RN, Associate Professor, Department of General and Specialized Nursing at the University of São Paulo at Ribeirão Preto College of Nursing, São Paulo, Brazil; Lídia A Rossi, PhD, RN, Full Professor, Department of General and Specialized Nursing at the University of São Paulo at Ribeirão Preto College of Nursing, São Paulo, Brazil.
Abstract
AIMS AND OBJECTIVES: To perform the semantic validation and to evaluate the reliability and the presence of ceiling and floor effects of the Cardiac Patients Learning Needs Inventory in Portuguese patients with coronary artery disease. BACKGROUND: Information should be selected based on what patients know and need to learn, which means that the teaching process should be based on each person's needs. The Cardiac Patients Learning Needs Inventory is aimed at identifying the cardiac patients' individual learning needs. DESIGN: Methodological research design. METHODS: Two hundred patients hospitalised at the coronary intensive care unit or at the cardiothoracic surgery unit of a public hospital in Lisbon answered the adapted version of the Cardiac Patients Learning Needs Inventory. Internal consistency was estimated based on Cronbach's alpha. Scores above 0·50 were considered acceptable. Stability was measured through test-retest and calculated using student's t test. Significance was set at 0·05. RESULTS: Patients' mean age was 65 years (SD = 11·8), and most were men (152; 76%). Cronbach's alpha for the total scale was high in the first and second measurement (0·91), and for seven domains, it was acceptable in the first and second measurement (range from 0·50-0·89). No statistically significant difference was found between mean scores on the first and second measurement. Lower diversity was observed in the answers, most of which ranged between important and very important (ceiling-effect). CONCLUSION: The adapted version for use in Portugal maintained the conceptual, semantic and idiomatic equivalences of the original version and showed adequate reliability. RELEVANCE TO CLINICAL PRACTICES: Owing to the lack of validated instruments translated into Portuguese, to measure cardiac patients' learning needs, this study entails important clinical and theoretical implications.
AIMS AND OBJECTIVES: To perform the semantic validation and to evaluate the reliability and the presence of ceiling and floor effects of the Cardiac Patients Learning Needs Inventory in Portuguese patients with coronary artery disease. BACKGROUND: Information should be selected based on what patients know and need to learn, which means that the teaching process should be based on each person's needs. The Cardiac Patients Learning Needs Inventory is aimed at identifying the cardiac patients' individual learning needs. DESIGN: Methodological research design. METHODS: Two hundred patients hospitalised at the coronary intensive care unit or at the cardiothoracic surgery unit of a public hospital in Lisbon answered the adapted version of the Cardiac Patients Learning Needs Inventory. Internal consistency was estimated based on Cronbach's alpha. Scores above 0·50 were considered acceptable. Stability was measured through test-retest and calculated using student's t test. Significance was set at 0·05. RESULTS:Patients' mean age was 65 years (SD = 11·8), and most were men (152; 76%). Cronbach's alpha for the total scale was high in the first and second measurement (0·91), and for seven domains, it was acceptable in the first and second measurement (range from 0·50-0·89). No statistically significant difference was found between mean scores on the first and second measurement. Lower diversity was observed in the answers, most of which ranged between important and very important (ceiling-effect). CONCLUSION: The adapted version for use in Portugal maintained the conceptual, semantic and idiomatic equivalences of the original version and showed adequate reliability. RELEVANCE TO CLINICAL PRACTICES: Owing to the lack of validated instruments translated into Portuguese, to measure cardiac patients' learning needs, this study entails important clinical and theoretical implications.