ABSTRACT
Purpose: The aim of this study was to report the development measurement of midwifery clinical leadership instruments among nursing students. Methods: Specifically, the five-component concepts defined by Katz and Standards Midwifery Practice were used to build items for midwifery clinical leadership instruments. This study also used Netemeyer's "Guidelines in Scale Development" to develop an instrument for midwifery clinical leadership among nursing students. The sample used for the research was 9 experts and 330 nursing students in the fourth year of being selected by multi-stage sampling. The instruments used in the study were an interview guide and a questionnaire. The data were analyzed by content analysis and factor analysis (exploratory factor analysis: EFA). Results: Three separate data collections were used for the development of these instruments. The outcome of the content validity assessment was a 60-items questionnaire, Item-Objective Congruence (IOC) 0.94. The results of EFA yielded an instrument with 58 items in four-component. The final value of the Kaiser-Meyer-Olkin (KMO) and Bartlett's Test was 0.956. Conclusion: The instruments present a good interpretation of the data and were consistent with the personality attributes. The questionnaire was designed to measure with strong loading of measurement.
ABSTRACT
Background: Each year nursing schools pay more for teaching equipment at the nursing laboratory to improve practical skills. The development of the cervical dilatation model for teaching to reduce teaching and training costs is essential. This research aimed at developing a kind of cervical dilatation model for teaching and training. Methods: Developing a cervical dilatation model for teaching and training with the same structure and operation configuration is like the cervical dilatation model in laboratory practices of nursing. The appearance, structure, and operating accessories were developed from the original. The differences between the original cervical dilatation model and the cervical dilatation model for teaching and training are as follows: the original cervical dilatation model has only vaginal and fetal skulls of various sizes but the cervical dilatation model for teaching and training content follows vaginal, ischial spine, fetal skulls of various sizes, and cervical dilation and effacement. We then compare the teaching effect of the cervical dilatation model for teaching and training with the original cervical dilatation model (including knowledge, vaginal exam scores, and satisfaction after training). Results: There was no significant difference in the knowledge and vaginal examination scores of the experimental group and control group before training. The vaginal examination scores in the experimental group were higher than those in the control group and scored before, immediately after, and two weeks after the intervention was statistically significantly higher than before training at 0.05 (68.86 ± 3.89, 88.10 ± 2.52, 91.06 ± 1.33) and the trainees had maximum satisfaction in the training. Conclusion: The cervical dilatation model for teaching and training was highly efficient, and knowledge and practice among nursing students in the intervention group increased after training. The cervical dilatation model for teaching and training could help reduce the cost of teaching equipment, increase teaching and training resources, and improve the trainee's knowledge and practice skills.
