Cristina Álvarez-García1, Carmen Álvarez-Nieto2, Pedro L Pancorbo-Hidalgo3, Sebastián Sanz-Martos4, Isabel M López-Medina5. 1. Research Group Nursing and Innovation in Healthcare (CuiDsalud), Department of Nursing, Universidad de Jaén, Building B3, office 221, Campus Las Lagunillas, 23071 Jaén. Electronic address: cagarcia@ujaen.es. 2. Research Group Nursing and Innovation in Healthcare (CuiDsalud), Department of Nursing, Faculty of Health Sciences, Universidad de Jaén, Building B3, office 243, Campus Las Lagunillas, 23071 Jaén. Electronic address: calvarez@ujaen.es. 3. Research Group Nursing and Innovation in Healthcare (CuiDsalud), Department of Nursing, Faculty of Health Sciences, University of Jaén, Building B3, office 264, Campus Las Lagunillas, 23071 Jaén. Electronic address: pancorbo@ujaen.es. 4. Research Group Comparative Psychology: Attention, Learning and Memory, Department of Psychology, University of Jaén, Building A2, office 024, Campus Las Lagunillas, 23071 Jaén. Electronic address: ssanz@ujaen.es. 5. Research Group Nursing and Innovation in Healthcare (CuiDsalud), Department of Nursing, Faculty of Health Sciences, University of Jaén, Building B3, office 265, Campus Las Lagunillas, 23071 Jaén. Electronic address: imlopez@ujaen.es.
Abstract
BACKGROUND: Climate change has an important impact on health, particularly in children. Therefore, the inclusion of environmental issues in the undergraduate nursing curriculum is essential. Knowledge and skills in environmental sustainability can be measured through questionnaires. OBJECTIVES: The aim of this study was to develop and validate the Children's Environmental Health Knowledge Questionnaire (ChEHK-Q) and the Children's Environmental Health Skills Questionnaire (ChEHS-Q) to measure knowledge and skills, respectively, about children's environmental health in nursing students. DESIGN: This was an observational, cross-sectional study undertaken in four phases: (1) Development of the questionnaire and item wording, (2) content validation by an expert panel, (3) pilot test and (4) psychometric evaluation. SETTINGS: A Faculty of Health Sciences in Spain. PARTICIPANTS: 308 nursing students enrolled in the first, third and fourth years of study. METHODS: The development and validation of the children's environmental health questionnaires was carried out based on the item response theory. RESULTS: The 26-item ChEHK-Q shows good fit and reliability of 0.98 for items and 0.70 for people based on the Rasch Model. The 12-item ChEHS-Q also shows good fit and reliability of 0.87 for items and 0.76 for people based on Andrich's rating scale model. The temporal stability measured using the intraclass correlation coefficient was 0.86 in the ChEHK-Q and 0.73 in the ChEHS-Q. Both questionnaires present enough evidence for construct validity; they work well to distinguish between nursing students with low or high knowledge of or skills in children's environmental health. CONCLUSIONS: The Children's Environmental Health Knowledge Questionnaire and the Children's Environmental Health Skills Questionnaire are useful tools for measuring knowledge and skills, respectively, among nursing students. This validation study obtained good psychometric properties concerning validity and reliability.
BACKGROUND: Climate change has an important impact on health, particularly in children. Therefore, the inclusion of environmental issues in the undergraduate nursing curriculum is essential. Knowledge and skills in environmental sustainability can be measured through questionnaires. OBJECTIVES: The aim of this study was to develop and validate the Children's Environmental Health Knowledge Questionnaire (ChEHK-Q) and the Children's Environmental Health Skills Questionnaire (ChEHS-Q) to measure knowledge and skills, respectively, about children's environmental health in nursing students. DESIGN: This was an observational, cross-sectional study undertaken in four phases: (1) Development of the questionnaire and item wording, (2) content validation by an expert panel, (3) pilot test and (4) psychometric evaluation. SETTINGS: A Faculty of Health Sciences in Spain. PARTICIPANTS: 308 nursing students enrolled in the first, third and fourth years of study. METHODS: The development and validation of the children's environmental health questionnaires was carried out based on the item response theory. RESULTS: The 26-item ChEHK-Q shows good fit and reliability of 0.98 for items and 0.70 for people based on the Rasch Model. The 12-item ChEHS-Q also shows good fit and reliability of 0.87 for items and 0.76 for people based on Andrich's rating scale model. The temporal stability measured using the intraclass correlation coefficient was 0.86 in the ChEHK-Q and 0.73 in the ChEHS-Q. Both questionnaires present enough evidence for construct validity; they work well to distinguish between nursing students with low or high knowledge of or skills in children's environmental health. CONCLUSIONS: The Children's Environmental Health Knowledge Questionnaire and the Children's Environmental Health Skills Questionnaire are useful tools for measuring knowledge and skills, respectively, among nursing students. This validation study obtained good psychometric properties concerning validity and reliability.
Authors: Francisco Javier Hinojo Lucena; Inmaculada Aznar Díaz; María Pilar Cáceres Reche; Juan Manuel Trujillo Torres; Gerardo Gómez García Journal: Int J Environ Res Public Health Date: 2019-03-13 Impact factor: 3.390
Authors: Cristina Álvarez-García; Carmen Álvarez-Nieto; Janet Kelsey; Rachel Carter; Sebastián Sanz-Martos; Isabel M López-Medina Journal: Int J Environ Res Public Health Date: 2019-11-05 Impact factor: 3.390