Confirming the Reliability and Validity of Others' Evaluation Tools Before Adopting for Your Programs.

OBJECTIVE: To confirm the reliability and validity of a previously validated evaluation instrument in a new context. METHODS: In a cross-sectional study, the processes and results of testing Cooking Matters' (CM) use of the Expanded Food and Nutrition Education Program's Behavior Checklist as a retrospective pretest/posttest were described. The researchers determined reliability, face and content validity, and response-shift bias with 95 CM participants. RESULTS: Most items had acceptable face validity and moderate reliability; other items lacked reliability, or face or content validity (were unrelated to the CM curriculum). CONCLUSIONS AND IMPLICATIONS: Proper match between evaluation tools and curricula is needed for appropriate program assessment without which outcome data can be misleading or potentially invalid. Confirmation of validity is essential when adopting others' evaluation tools in new contexts, particularly for programs with widespread use such as federally funded programs and national nonprofit organizations.

Patient-centered approach to designing sickle cell transition education.

INTRODUCTION: It is vital to engage patients with sickle cell disease (SCD) in the transition process from pediatric to adult care. To better understand the patient perspective during the time of transition, we conducted this research with the goal of incorporating patient comprehension and desires for transition education. MATERIALS AND METHODS: We surveyed 37 adolescent patients with SCD about their understanding of SCD and transition education preferences. In addition, patient responses were analyzed to understand differences among urban and rural patients. RESULTS: The mean age of surveyed participants was 14.9 years (SD=2.1). Forty-three percent of participants responded that the topic of transition had been introduced to them, and only 21% responded that they received education about transition. Despite the poor awareness about transition, almost all participants were interested in learning more about the transition process through a technology-based transition education platform where individual health topics could be explored. DISCUSSION: Despite a didactic teaching approach to transition education, we identified that sickle cell participants had poor recognition of receiving transition education and poor understanding of their basic medical history. However, patients can identify specific health topics that should be addressed during an individualized transition education program.

A national survey of the primary and acute care pediatric nurse practitioner educational preparation.

INTRODUCTION: The past decade has been marked by a gradual expansion of the traditional primary care role of the pediatric nurse practitioner (PNP) into practice arenas that call for more acute and critical care of children. The purpose of the study was to explore the educational programming needs of dual (combined) track PNP programs that prepare graduates to provide care to children and adolescents across the continuum of health and illness. METHOD: A two-phase, exploratory, mixed method design was utilized. An electronic survey was completed by 65% of PNP program directors in the country. Semi-structured telephone interviews were conducted with hospital-based PNPs who were practicing in roles that met a range of health care needs across the primary and acute care continuum. RESULTS: Primary care and acute care programs have more common than unique elements, and the vast majority of clinical competencies are common to both types of program. Only three competencies appear to be unique to acute care programs. DISCUSSION: The Association of Faculties of Pediatric Nurse Practitioner Programs should utilize existing evidence and develop guidelines for dual PNP programs that focus on the provision of care to children across a wide continuum of health and illness.