Rosa M. Pérez-Cañaveras

Development and psychometric testing of the clinical learning environment, supervision and nurse teacher evaluation scale (CLES+T): The Spanish version

BACKGROUND The Clinical Learning Environment, Supervision and Nurse Teacher scale is a reliable and valid instrument to evaluate the quality of the clinical learning process in international nursing education contexts. OBJECTIVES This paper reports the development and psychometric testing of the Spanish version of the Clinical Learning Environment, Supervision and Nurse Teacher scale. DESIGN Cross-sectional validation study of the scale. SETTING 10 public and private hospitals in the Alicante area, and the Faculty of Health Sciences (University of Alicante, Spain). PARTICIPANTS 370 student nurses on clinical placement (January 2011-March 2012). METHODS The Clinical Learning Environment, Supervision and Nurse Teacher scale was translated using the modified direct translation method. Statistical analyses were performed using PASW Statistics 18 and AMOS 18.0.0 software. A multivariate analysis was conducted in order to assess construct validity. Cronbachs alpha coefficient was used to evaluate instrument reliability. RESULTS An exploratory factorial analysis identified the five dimensions from the original version, and explained 66.4% of the variance. Confirmatory factor analysis supported the factor structure of the Spanish version of the instrument. Cronbachs alpha coefficient for the scale was .95, ranging from .80 to .97 for the subscales. CONCLUSION This version of the Clinical Learning Environment, Supervision and Nurse Teacher scale instrument showed acceptable psychometric properties for use as an assessment scale in Spanish-speaking countries.

Percepción de la transición a la maternidad: estudio fenomenológico en la provincia de Barcelona

OBJECTIVES To describe needs and experiences of mothers with children under one year old, to identify the factors that hinder the transition to motherhood, and to design the content of a health promotion program to develop motherhood support group sessions. DESIGN A qualitative study with a phenomenological approach. LOCATION Eight Primary Care Centres in the province of Barcelona, between July 2011 and July 2012. PARTICIPANTS A total of 21 mothers participating in group dynamics maternity support: All of them participated in interviews and 8 in focus group. METHOD Semi-structured interviews were used in a purposive sample. The transcriptions were analysed by structure (latent content analysis) and content (manifest content analysis), with different categories being obtained. RESULTS The participants in the study defined the construct of motherhood around three categories: Changes in lifestyle, feelings and perceptions. They identified as the most stressful times; «the new role», «changes in the partner relationship», «feelings», «experiences of pregnancy and childbirth», «idealisation», «lack of support», «crying», «colic», «read the signs of the child», «bath», «rest», «contradictory opinions», «learning», and «acquisition of new skills». They highlighted, as key topics for group dynamics, feeding, development, affective relationship, maternal confidence, fathers participation, family role, emotional, rest, massage, bath, accident prevention, colic, first aid, childcare, resources, and vaccines. CONCLUSION Dynamic groups should be contextualised according to the perceived needs of the mothers, and other family members should be allowed to participate.

Country Validation of the CLES-Scale: Linguistic and Cultural Perspectives

In the field of health sciences, cross-cultural research is enabling researchers to test, modify and disseminate theories in an international context. This practice entails the need to translate both measurement instruments and their application and correction instructions, usually from English into other languages. In this chapter, we describe the concepts of linguistic equivalence, functional equivalence, cultural equivalence and metric equivalence, along with some examples.