Development and psychometric testing of a Learning Behaviour Questionnaire among Chinese undergraduate nursing students

ObjectiveThis study aimed to develop and validate a new Learning Behaviour Questionnaire (LBQ) for the undergraduate nursing students.Study designThis study was performed in two phases. Phase 1 of the study focused on questionnaire development to create a pool of items, while phase 2 focused on vali...

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Bibliographic Details
Published in:BMJ open 2021-06, Vol.11 (6), p.e043711-e043711
Main Authors: Wu, Yifan, Qi, Li, Liu, Yu, Hao, Xinyi, Zang, Shuang
Format: Article
Language:English
Subjects:
Attitudes
Behavior
Clinical medicine
Cognition & reasoning
Cognitive style
College students
education & training (see medical education & training)
Feedback
Independent study
Interviews
Knowledge
Learning
medical education & training
Nursing
Nursing education
Quantitative psychology
Questionnaires
statistics & research methods
Teaching methods
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Summary:ObjectiveThis study aimed to develop and validate a new Learning Behaviour Questionnaire (LBQ) for the undergraduate nursing students.Study designThis study was performed in two phases. Phase 1 of the study focused on questionnaire development to create a pool of items, while phase 2 focused on validity and reliability testing.MethodsSemistructured interviews were used to explore nursing undergraduates’ perception of learning behaviour. A two-round modified Delphi method was used to test content validity and quantify the degree of consistency in questionnaire items. An item analysis, an exploratory factor analysis (EFA), a confirmatory factor analysis (CFA) and an internal consistency reliability check were conducted. Criterion-related validity was demonstrated through correlations with Self-Regulated Learning Scale for Undergraduates (SRLS-U). A sample of 114 nursing students was evaluated in test–retest reliability to confirm stability.ResultsThe final LBQ consisted of four factors for the 19-item questionnaire with a 5-point rating from ‘1’ (Fully disagree) to ‘5’ (fully agree). The content validity was 0.890. EFA revealed the presence of four factors, including ‘strategy’, ‘attitude’, ‘motivation’ and ‘degree of satisfaction’. The CFA indicated good fit indexes for the proposed model (χ2/df=1.866, root mean square residual=0.037, comparative fit index =0.950, goodness-of-fit index =0.929, Tucker-Lewis index=0.941, adjusted goodness-of-fit index=0.907 and root mean square error of approximation=0.049). The LBQ correlated significantly with SRLS-U subscales (r=0.742–0.837, p
ISSN:2044-6055
2044-6055
DOI:10.1136/bmjopen-2020-043711