ABSTRACT
Objetivo: Adaptación y validación del BTI-St© para evaluar el nivel de competencia en consejo breve para dejar de fumar en profesionales de medicina y enfermería de Atención Primaria. Diseño: estudio transversal, de adaptación y validación psicométrica de un test referido a criterio. Emplazamiento: Atención Primaria. Participantes: Ciento cincuenta y cinco profesionales de medicina y enfermería de Atención Primaria en activo. Intervenciones: Se diseñaron 3 escenarios clínicos. A través de una plataforma online, los participantes en primer lugar visualizaban cada escenario donde se desarrollaba un consejo breve para dejar de fumar y posteriormente debían valorar si se había realizado de acuerdo con el modelo de las 5A+5R. Mediciones principales: Competencia en el consejo breve para dejar de fumar medida a través del BTI-Prof©. Resultados: Los resultados vinculados a la fiabilidad se obtuvieron mediante el coeficiente Kuder-Richardson y fueron para el escenario 1: 0,880, para el escenario 2: 0,829 y para el escenario 3: 0,826. El test-retest muestra una adecuada estabilidad temporal, con unos coeficientes de correlación intraclase de 0,857 (IC 95%: 0,734-0,923), p<0,0001 para el escenario 1, 0,829 (IC 95%: 0,676-0,909), p<0,001 para el escenario 2 y 0,869 (IC 95%: 0,76-0,928), p<0,0001 para el escenario 3. Conclusiones: El BTI-Prof© es una herramienta robusta, con adecuadas propiedades psicométricas para evaluar la competencia en consejo breve para dejar de fumar en profesionales de medicina y enfermería de Atención Primaria.(AU)
Objective: Adaptation and validation of the BTI-St© to assess the level of competence in brief tobacco intervention in general practitioners and nurses in Primary Health Care. Design: Cross-sectional study of adaptation and psychometric validation of a criterion-referenced test. Setting:Primary Health Care. Participants: One hundred fifty-five general practitioners and nurses working at Primary Health Care. Interventions: Three clinical scenarios were designed. Using an online platform, participants first viewed each scenario in which brief tobacco intervention was given. Health professional had to assess whether or not the scenarios were carried out in accordance with the 5A+5R model. Main measures: Competence in brief tobacco intervention measured by the BTI-Prof©. Results: Results related to reliability were obtained through Kuder-Richardson coefficient, being for scenario 1, 0.880, for scenario 2, 0.829, and for scenario 3, 0.826. The testretest shows adequate temporal stability: intraclass correlation coefficient for scenario 1 0.857 (95% CI 0.7340.923), p<0.0001, for scenario 2 0.829 (95% CI 0.6760.909), p<0.001, and for scenario 3 0.869 (95% CI 0.760.928), p<0.0001. Conclusions: The BTI-Prof© is a robust tool with adequate psychometric properties to assess competence in brief tobacco intervention in Primary Health Care general practitioners and nurses.(AU)
Subject(s)
Humans , Male , Female , Smoking Cessation , Smoking , Psychometrics , Tobacco Use Disorder , Primary Health Care , Cross-Sectional StudiesABSTRACT
OBJECTIVE: Adaptation and validation of the BTI-St© to assess the level of competence in brief tobacco intervention in general practitioners and nurses in Primary Health Care. DESIGN: Cross-sectional study of adaptation and psychometric validation of a criterion-referenced test. SETTING: Primary Health Care. PARTICIPANTS: One hundred fifty-five general practitioners and nurses working at Primary Health Care. INTERVENTIONS: Three clinical scenarios were designed. Using an online platform, participants first viewed each scenario in which brief tobacco intervention was given. Health professional had to assess whether or not the scenarios were carried out in accordance with the 5A+5R model. MAIN MEASURES: Competence in brief tobacco intervention measured by the BTI-Prof©. RESULTS: Results related to reliability were obtained through Kuder-Richardson coefficient, being for scenario 1, 0.880, for scenario 2, 0.829, and for scenario 3, 0.826. The test-retest shows adequate temporal stability: intraclass correlation coefficient for scenario 1 0.857 (95% CI 0.734-0.923), p<0.0001, for scenario 2 0.829 (95% CI 0.676-0.909), p<0.001, and for scenario 3 0.869 (95% CI 0.76-0.928), p<0.0001. CONCLUSIONS: The BTI-Prof© is a robust tool with adequate psychometric properties to assess competence in brief tobacco intervention in Primary Health Care general practitioners and nurses.
Subject(s)
General Practitioners , Nicotiana , Humans , Reproducibility of Results , Cross-Sectional Studies , PsychometricsABSTRACT
The aim of this study was to design and validate an instrument, based on the WHO 5As+5Rs model, to test the acquisition by nursing students of a brief tobacco intervention (BTI) learning. A validation design of an instrument following the criterion referenced tests model using videos of simulated BTIs in the primary care setting was carried out. The study included 11 experts in smoking prevention/care and 260 second-year nursing students. The study was in two stages: (1) selection and recording of clinical simulations (settings), and (2) test construction. Content was validated by applying the Delphi consensus technique and calculating the Content Validity Ratio (CVR) and Content Validity Index (CVI). A pilot test was conducted for item analysis. Reliability was evaluated as internal consistency (Kuder-Richardson [KR-20]) and test-retest temporal stability (intraclass correlation coefficient [ICC]). Three simulation settings were recorded. An instrument (BTI-St®) was developed with 23 items for dichotomous (yes/no) response. CVR was >70% for all items, KR-20 of 0.81-0.88, and ICC between 0.68 and0.73 (p < 0.0001). The BTI-St® is a robust and reliable instrument that is easily and rapidly applied. It follows the WHO 5As+5Rs model and offers objective criterion-referenced evaluation of BTI learning in nursing students.
Subject(s)
Students, Nursing , Tobacco Smoking/prevention & control , Female , Humans , Psychometrics/methods , Reproducibility of Results , Surveys and QuestionnairesABSTRACT
El objetivo principal de este trabajo fue analizar el efecto diferencial de las dimensiones del estilo educativo paterno y materno en la agresividad del adolescente. Participaron 271 estudiantes de entre 10 y 14 años cumplimentando medidas de autoinforme. Los resultados muestran que los chicos puntúan más alto que las chicas en agresividad física y verbal, y que la agresividad física aumenta con la edad. Se encuentra una elevada coincidencia entre las diferentes dimensiones del estilo educativo paterno y materno, así como puntuaciones más elevadas de las madres que de los padres en todas las dimensiones. Los análisis de correlación muestran valores significativos negativos entre casi todas las dimensiones del estilo educativo paterno y materno y la agresividad. El análisis de regresión arroja diferencias en el efecto de las dimensiones estilo educativo parental paterno vs materno sobre la agresividad. Se discuten los resultados respecto al papel del control psicológico y de la promoción de la autonomía por parte de los progenitores en la variación del nivel de agresividad durante la transición de la niñez a la adolescencia
The main goal of the present study was to analyze the differential effect of paternal and maternal parenting styles on aggressiveness during adolescence. The sample was made up of 271 students, aged 10-14, who completed questionnaires. The analysis of the data shows that boys display higher scores in physical and verbal aggressiveness than girls, with physical aggressiveness increasing with age. A high level of coincidence between paternal and maternal parenting style´s dimensions was found as well as higher scores for mothers than fathers in all the dimensions. Correlation analysis shows significant negative values in almost all dimensions of paternal and maternal parenting styles. Regression analysis reveals differences in paternal vs. maternal parenting style regarding aggressiveness. The effect of psychological control and promotion of autonomy on the level of aggressiveness during the transition from childhood to adolescence is discussed
Subject(s)
Humans , Adolescent , Adolescent Behavior , Psychometrics/instrumentation , Aggression/psychology , Violence/psychology , Child Rearing , Parent-Child Relations , Self Report , Sex DistributionABSTRACT
Este trabajo examina la influencia de las prácticas educativas paternas en el comportamiento agresivo durante la última etapa de la educación primaria y primer ciclo de educación secundaria, así como la concordancia entre distintas medidas de agresividad en un grupo de 326 chicos y chicas con edades entre los 10 y los 16 años de un conjunto de colegios e institutos de la provincia de Jaén (España). Las prácticas educativas analizadas son el afecto/rechazo de los padres y tres formas de disciplina: inductiva, rígida e indulgente; mientras que la agresividad es evaluada por tres informantes distintos: los propios adolescentes, sus compañeros y sus profesores. Los resultados del estudio indican que las variables que mejor predicen la agresividad son las prácticas educativas negativas como la crítica-rechazo y los modos de disciplina rígido e indulgente. También se encuentran altos niveles de acuerdo en comportamiento agresivo entre distintos informantes, especialmente entre profesor/a y compañeros/as de clase.
This paper analyzes the influence of parents' educational practices on aggressive behavior during the last phase of primary education and the first cycle of secondary education, as well as the agreement between different measures of aggressiveness in a group of 326 male and female students aged 10 to 16 from a number of schools and high schools in Jaen (Spain). Educational practices analysed include affection/rejection by parents and three types of discipline-inductive, strict and indulgent. Aggressiveness in turn has been assessed from three tell-tale ways: the adolescent, their classmates and their teacher. The results of the study indicate that aggressiveness is better predicted by negative educational practices such as critique-rejection and rigid and indulgent discipline approaches. High levels of agreement are also found in aggressive behavior between different informants especially teacher and classmates.
