ABSTRACT
Objective: It is important to investigate the association between spousal support and psychology of cancer patients, thus a validated instrument to measure the degree of perceived spousal support is required. We translated and evaluated the psychometric properties of the Sources of Social Support Scale-Malay version (SSSS-Malay) among Malaysian cancer patients. Methods: In this study, the SSSS-Malay and Hope Scale-Malay [used to compare with the SSSS-Malay to assess discriminant validity] were administered to 195 Malaysian cancer patients during baseline assessment. The SSSS-Malay was re-administered 2 months after the baseline assessment during follow-up. Results: The SSSS-Malay total score (Cronbach’s α = 0.70, intraclass correlation coefficient (ICC) = 0.72) and its domains (Cronbach’s α ranging from 0.70 to 0.83, intraclass correlation coefficient ranging from 0.6 to 0.76) exhibited good internal consistencies and good test-retest reliability. The SSSS-Malay also demonstrated good convergent and discriminant validities. However, confirmatory factor analysis of the SSSSMalay showed that it was best fit into a 3-factor model instead of the 4-factor model of the original English version. Conclusion: The SSSS-Malay demonstrated good psychometric properties for use in Malaysian cancer patients.
ABSTRACT
El soporte social constituye un importante constructo en el ámbito educativo, el cual influye en términos comportamentales, cognitivos y afectivos. Aunque en la literatura internacional existen numerosos instrumentos que permiten evaluar dicho constructo, en Argentina no se dispone de escalas que permitan evaluar el apoyo percibido por los estudiantes. Por lo tanto, el objetivo de este trabajo consistió en adaptar las escalas de Apoyo Social para Niños y Adolescentes (Malecki, Demaray & Elliot, 2003) y Soporte Académico (Lent et al., 2005) en estudiantes universitarios. Para ello, en este estudio participaron 551 estudiantes de diferentes carreras dictadas en la Universidad Nacional de Córdoba (Argentina). Para ambos instrumentos, los resultados indicaron valores satisfactorios de consistencia interna (confiabilidad compuesta,ρ> .70) y, además, se logró replicar la estructura original de cada medida mediante análisis factorial confirmatorio. Se destacan las limitaciones y se sugieren nuevas líneas de estudio.
Social support is an important construct in education which influences behavioral, cognitive and affective terms. Although there are numerous instruments to assess this construct, in Argentina there are no published scales to assess perceived support by students. Therefore, our aim was to adapt Social Support for Children and Adolescents (Malecki, Demaray & Elliot, 2003) and Academic Support (Lent et al., 2005) scales in college students. For this projectIn this regard, data from 551 students of different degrees from the National University of Cordoba (Argentina) was collected. For both instruments, results showed satisfactory internal consistency values (composite reliability,ρ> .70) and the original structure was replicated for each measure using confirmatory factor analysis. Limitations and new lines of research are suggested.
ABSTRACT
Objective To investigate the effect of comprehensive nursing intervention and evaluate its role in the entire clinical course of in the treatment of children with severe burns. Methods A total of 60 children with 1-5 years old with clinical diagnosis of severe burns were randomly divided into experimental group and control group by random digits table method, 30 cases in each group. The control group received routine burn care. The experimental group received comprehensive nursing interventions on the basis of routine burn care and the intervention time covered the entire course of treatment. During hospitalization, the recovery and family social system were evaluated by anxiety scales and social support scales combined with the cure rate and hospitalization of children. Results Before intervention, the score of Anxiety Rating Scale was high in both groups of families, while Social Support Scale was lower, the difference was not statistically significant between the two groups (P>0.05). After intervention, the score of Anxiety Rating Scale and was Social Support Scale were (52.31±7.81), (31.52± 5.48)points in the experimental group, and (62.51 ± 6.52), (23.62 ± 5.62) points in the control group, and there were significant differences (t=5.491 3, 5.512 5, P<0.01). The length of stay was (18.34±3.58) d in the experimental group, and (21.82 ± 4.23) d in the control group, and there was significant difference(t=3.439 6, P<0.05). The cure rate was 93.33%(28/30) in the experimental group, and 56.67%(17/30) in the control group, and there was significant difference(χ2=10.755 6, P<0.05). Conclusions The comprehensive nursing intervention can provide comprehensive refinement of the overall care in children and their families, promote physical and psychological rehabilitation of children with severe burns, and repair their family and social support systems. The comprehensive nursing intervention has far-reaching implications for the rehabilitation of children with severe burns.
ABSTRACT
Objective: Since medical colleges do not offer lectures on medicine in the first year, it is difficult for students to become enthusiastic about medicine. The purpose of the present study is to discuss the relationship between the PPSS scale and attitudes regarding school work in first year medical students. Methods: The term “ikigai” describes the state in which people have a positive purpose, a sense of being full and social support. The PPSS scale was used to measure a sense of “ikigai ”. Interest in lectures, lateness for lectures, the reading of medical books, and whether or not students had any training in hospitals were separately evaluated. Results: Those students who were interested in lectures, read medical books, and who had experienced training in hospitals scored higher on the PPSS scale than those with the opposite profile. Conclusion: Ego identity is an important factor in the PPSS scale of first year medical students, and the continual relationship between teaching staff and students prompts the acquisition of such ego identity in these medical students.