ABSTRACT
Purpose@#The aim of this study was to determine the reliability and validity of the metacognition rating scale (MCRS), which is a revised version of the existing metacognition questionnaire (MCQ) with anger and anxiety added. @*Methods@#A survey was conducted on 591 nursing students at colleges in North and South Gyeongsang Provinces, South Korea. The collected data were processed for the reliability and validity of the MCRS through Cronbach’s ⍺ and confirmatory factor analysis using SPSS 26.0. @*Results@#Cronbach’s ⍺ for the reliability of MCRS was calculated at .88, .86, .77, .74, and .66 for five subfactors. Among the five subfactors, the first, second, third, and fifth factors showed high correlation in each of six items. Factor 4 was highly correlated in 5 out of 6 questions. @*Conclusion@#The data confirm that the MCQ revised to include anger and anxiety is both reliable and valid for nursing students. Therefore, this scale can be used to identify the maladaptive metacognition of nursing students in stressful situations.
ABSTRACT
Purpose@#The aim of this study was to determine the reliability and validity of the metacognition rating scale (MCRS), which is a revised version of the existing metacognition questionnaire (MCQ) with anger and anxiety added. @*Methods@#A survey was conducted on 591 nursing students at colleges in North and South Gyeongsang Provinces, South Korea. The collected data were processed for the reliability and validity of the MCRS through Cronbach’s ⍺ and confirmatory factor analysis using SPSS 26.0. @*Results@#Cronbach’s ⍺ for the reliability of MCRS was calculated at .88, .86, .77, .74, and .66 for five subfactors. Among the five subfactors, the first, second, third, and fifth factors showed high correlation in each of six items. Factor 4 was highly correlated in 5 out of 6 questions. @*Conclusion@#The data confirm that the MCQ revised to include anger and anxiety is both reliable and valid for nursing students. Therefore, this scale can be used to identify the maladaptive metacognition of nursing students in stressful situations.
ABSTRACT
PURPOSE: This study evaluated the efficacy of a communication ability enhancement program for nursing students in Korea through a systematic review of literature and meta-analysis. METHODS: The researchers searched data-bases, including the Data Base Periodical Information Academic, Research Information Sharing Service, National Digital Science Library and National Assembly Library. The key words used included ‘communication’ and ‘nursing student’. The researchers evaluated articles published up to July 2016. Out of 381 selected articles, 20 clinical trial studies were meta-analyzed. Each article was evaluated in accordance with the Checklist of Scottish Intercollegiate Guideline Network. The effect size of communication ability, self-efficacy and interpersonal relations were synthesized by a random effects model from analysis software (R 3.2.3). The heterogeneity of effect size was analyzed by exploratory and confirmatory moderator analysis. RESULTS: The overall effect size of the program was of a moderate level (SMD=0.78, 95% CI: 0.49~1.07) along with each outcome of self-efficacy (SMD=0.80, 95% CI: 0.23~1.37), and interpersonal relations (SMD=0.47, 95% CI: 0.14~0.80). For heterogeneity, moderator analysis was performed, by grade, and a statistically significant moderator was found. CONCLUSION: It is evident that a communication ability enhancement program for nursing students is moderately effective in improving communication ability, self-efficacy and interpersonal relations.