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Instrument Consisting (instrument + consisting)
Selected AbstractsThe Forensic Inpatient Observation Scale (FIOS): development, reliability and validityCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 3 2001Irma G.H. Timmerman Introduction Re-offending, as a measure of success in forensic psychiatry, gives no information about other behaviours that may have changed. The development of the Forensic Inpatient Observation Scale (FIOS), an observation instrument to assess the non-offending functioning of forensic patients, is described. Study 1 In the first study the development of the initial item pool of the FIOS is described. This resulted in an instrument consisting of 78 items and seven scales. The internal reliability of the scales ranged from 0.78 to 0.91. The inter-rater reliability of the scales varied from 0.50 to 0.85 and the test,retest reliability over a period of three weeks was high for most scales, ranging from 0.74 to 0.89. Study 2 In the second study the FIOS was developed further in another sample of forensic patients. This time exploratory factor analysis with Varimax rotation and post hoc reliability analysis were applied to determine the factor structure among the items. This resulted in an item pool of 35 items, among which six factors could be distinguished that closely resemble the factor structure of the FIOS in study one: (1) self-care, (2) social behaviour, (3) oppositional behaviour, (4) insight offence/ problems, (5) verbal skills and (6) distress. Most items have high loadings on the factor they are assigned; 29 items have a loading of 0.60 or higher. The internal consistency of the scales ranges from 0.73 to 0.91 and the scales appear to be measuring independent constructs. Twenty-five out of the 35 items have an inter-rater correspondence of 90% or higher and 30 out of 35 items have an inter-rater correspondence of 87.5% or higher. The inter-rater reliability on the scale level, however, was somewhat less satisfying with correlations ranging from 0.50 to 0.69. Discussion It is argued that training the observers on a more regular basis will improve the inter-rater reliability. There is some evidence for the convergent validity of the FIOS. The FIOS has some advantages over existing inpatient scales in that it is developed specifically for forensic patients, it does not particularly focus on axis 1 symptoms but includes oppositional behaviour and attitudes to offending. Copyright © 2001 Whurr Publishers Ltd. [source] Clinical Learning Environment Inventory: factor analysisJOURNAL OF ADVANCED NURSING, Issue 6 2010Jennifer M. Newton newton j.m., jolly b.c., ockerby c.m. & cross w.m. (2010) Clinical Learning Environment Inventory: factor analysis. Journal of Advanced Nursing,66(6), 1371,1381. Abstract Title.,Clinical Learning Environment Inventory: factor analysis. Aim., This paper is a report of the psychometric testing of the Clinical Learning Environment Inventory. Background., The clinical learning environment is a complex socio-cultural entity that offers a variety of opportunities to engage or disengage in learning. The Clinical Learning Environment Inventory is a self-report instrument consisting of 42 items classified into six scales: personalization, student involvement, task orientation, innovation, satisfaction and individualization. It was developed to examine undergraduate nursing students' perceptions of the learning environment whilst on placement in clinical settings. Method., As a component of a longitudinal project, Bachelor of Nursing students (n = 659) from two campuses of a university in Australia, completed the Clinical Learning Environment Inventory from 2006 to 2008. Principal components analysis using varimax rotation was conducted to explore the factor structure of the inventory. Results., Data for 513 students (77%) were eligible for inclusion. Constraining data to a 6-factor solution explained 51% of the variance. The factors identified were: student-centredness, affordances and engagement, individualization, fostering workplace learning, valuing nurses' work, and innovative and adaptive workplace culture. These factors were reviewed against recent theoretical developments in the literature. Conclusion., The study offers an empirically based and theoretically informed extension of the original Clinical Learning Environment Inventory, which had previously relied on ad hoc clustering of items and the use of internal reliability of its sub-scales. Further research is required to establish the consistency of these new factors. [source] Strategies reported used by instructors to address student alternate conceptions in chemical equilibriumJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2005Jeff S. Piquette This study explores general-chemistry instructors' awareness of and ability to identify and address common student learning obstacles in chemical equilibrium. Reported instructor strategies directed at remediating student alternate conceptions were investigated and compared with successful, literature-based conceptual change methods. Fifty-two volunteer general chemistry instructors from 50 U.S. colleges and universities completed an interactive web-based instrument consisting of open-ended questions, a rating scale, classroom scenarios, and a demographic form. Survey respondents who provided responses or described remediation strategies requiring further clarification were identified (n,=,6); these respondents amplified their views in separate, researcher-led semistructured phone interviews. All 52 responding chemistry instructors reported and identified common student areas of difficulty in chemical equilibrium. They reported employing a variety of strategies to address and attempt to remediate students' alternate conceptions; however, these self-reported strategies rarely included all four necessary conditions specified by Posner, Strike, Hewson, and Gertzog (Science Education, 66, 211,217, 1982) to stimulate conceptual change. Instructor-identified student alternate conceptions were congruent with literature-reported alternate conceptions of chemical equilibrium, thus providing validation support for these compilations. Implications for teaching and further research are also highlighted. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1112,1134, 2005 [source] A Longitudinal Study of Emergency Medicine Residents' Malpractice Fear and Defensive MedicineACADEMIC EMERGENCY MEDICINE, Issue 6 2007Robert M. Rodriguez MD Objectives:To determine the baseline level and evolution of defensive medicine and malpractice concern (MC) of emergency medicine (EM) residents. Methods:Using a validated instrument consisting of case scenarios and Likert-type scale questions, the authors performed a prospective, longitudinal (June 2001 to June 2005) study of EM residents at five 4-year California residency programs. Results:All 51 EM interns of these residencies were evaluated; four residents left their programs and one took medical leave, resulting in 46 graduating residents evaluated. MC did not affect the residency choice of interns. Although perceived likelihood of serious disease increased in case scenarios over time, defensive medicine decreased in 27% of cases and increased in 20%. On a scale with 1 representing extremely influential and 5 representing not at all influential, the mean (±SD) influence of MC on interns' and graduates' case evaluation and management was 2.5 (±1.1) and 2.7 (±1.0), respectively. Comparing interns and graduates, there was no significant difference in the percentages of respondents who declared MC (mean difference in proportions, 3.3%; 95% CI =,8.4% to 15%) or refused procedures because of MC (11.5%; 95% CI =,1.3% to 24.3%). More interns, however, declared substantial loss of enjoyment of medicine than graduates (48%; 95% CI = 30.3% to 65.5%). Conclusions:Physicians enter four-year EM residencies in California with moderate MC and defensive medicine, which do not change significantly over time and do not markedly impact their decisions to perform emergency department procedures. Malpractice fear markedly decreases interns' enjoyment of medicine, but this effect decreases by residency completion. [source] | ||||||||||