The nursing student self-efficacy scale: Development using item response theory

Glenda S. Stump, Jenefer Husman, Sarah K. Brem

Research output: Contribution to journalArticle

28 Citations (Scopus)

Abstract

Background: For nurse educators to optimize instruction that supports students' accurate estimates of their ability, a sound measure of nursing self-efficacy is needed. Objective: To provide evidence for an adequate item response theory model fit to scores measuring nursing students' self-efficacy to care for critically ill patients and to use the theory to provide evidence for reliable and valid interpretation of self-efficacy scores. Methods: The Nursing Student Self-Efficacy Scale was administered to 421 nursing students. Data regarding students' self-efficacy beliefs for psychomotor skill performance and communication skills were analyzed using the generalized partial credit item response theory model. Results: All items showed acceptable model-data fit using the chi-square test with an alpha of.001. Review of item information functions showed that 40% of the items provided high information about self-efficacy and 20% provided moderately high information. Comparison of trait level distributions with reliability information given by the two subscales showed that the psychomotor subscale measured self-efficacy most accurately for second and third semester students and the communication subscale measured efficacy most accurately for first and second semester students. Significant mean differences in self-efficacy scores from both subscales were found between students in successive semesters of the program. Discussion: Data analysis provided some evidence for reliable interpretation of scores indicating self-efficacy beliefs of nursing students. Comparison of scores from students in different semesters provided validity evidence; the instrument could be used to discriminate between beginning students and more advanced students possessing different levels of self-efficacy. When used for scale development, item response theory procedures can be more informative about item and test reliability than classical true score theory.

Original languageEnglish (US)
Pages (from-to)149-158
Number of pages10
JournalNursing Research
Volume61
Issue number3
DOIs
StatePublished - May 2012

Fingerprint

Nursing Students
Self Efficacy
Students
Communication
Psychomotor Performance
Aptitude
Chi-Square Distribution
Critical Illness
Nursing
Nurses

Keywords

  • item response theory
  • psychometrics
  • reliability and validity
  • self-efficacy

ASJC Scopus subject areas

  • Nursing(all)

Cite this

The nursing student self-efficacy scale : Development using item response theory. / Stump, Glenda S.; Husman, Jenefer; Brem, Sarah K.

In: Nursing Research, Vol. 61, No. 3, 05.2012, p. 149-158.

Research output: Contribution to journalArticle

Stump, Glenda S. ; Husman, Jenefer ; Brem, Sarah K. / The nursing student self-efficacy scale : Development using item response theory. In: Nursing Research. 2012 ; Vol. 61, No. 3. pp. 149-158.
@article{4541c4a941aa4a7c9ee532ca494ba397,
title = "The nursing student self-efficacy scale: Development using item response theory",
abstract = "Background: For nurse educators to optimize instruction that supports students' accurate estimates of their ability, a sound measure of nursing self-efficacy is needed. Objective: To provide evidence for an adequate item response theory model fit to scores measuring nursing students' self-efficacy to care for critically ill patients and to use the theory to provide evidence for reliable and valid interpretation of self-efficacy scores. Methods: The Nursing Student Self-Efficacy Scale was administered to 421 nursing students. Data regarding students' self-efficacy beliefs for psychomotor skill performance and communication skills were analyzed using the generalized partial credit item response theory model. Results: All items showed acceptable model-data fit using the chi-square test with an alpha of.001. Review of item information functions showed that 40{\%} of the items provided high information about self-efficacy and 20{\%} provided moderately high information. Comparison of trait level distributions with reliability information given by the two subscales showed that the psychomotor subscale measured self-efficacy most accurately for second and third semester students and the communication subscale measured efficacy most accurately for first and second semester students. Significant mean differences in self-efficacy scores from both subscales were found between students in successive semesters of the program. Discussion: Data analysis provided some evidence for reliable interpretation of scores indicating self-efficacy beliefs of nursing students. Comparison of scores from students in different semesters provided validity evidence; the instrument could be used to discriminate between beginning students and more advanced students possessing different levels of self-efficacy. When used for scale development, item response theory procedures can be more informative about item and test reliability than classical true score theory.",
keywords = "item response theory, psychometrics, reliability and validity, self-efficacy",
author = "Stump, {Glenda S.} and Jenefer Husman and Brem, {Sarah K.}",
year = "2012",
month = "5",
doi = "10.1097/NNR.0b013e318253a750",
language = "English (US)",
volume = "61",
pages = "149--158",
journal = "Nursing Research",
issn = "0029-6562",
publisher = "Lippincott Williams and Wilkins",
number = "3",

}

TY - JOUR

T1 - The nursing student self-efficacy scale

T2 - Development using item response theory

AU - Stump, Glenda S.

AU - Husman, Jenefer

AU - Brem, Sarah K.

PY - 2012/5

Y1 - 2012/5

N2 - Background: For nurse educators to optimize instruction that supports students' accurate estimates of their ability, a sound measure of nursing self-efficacy is needed. Objective: To provide evidence for an adequate item response theory model fit to scores measuring nursing students' self-efficacy to care for critically ill patients and to use the theory to provide evidence for reliable and valid interpretation of self-efficacy scores. Methods: The Nursing Student Self-Efficacy Scale was administered to 421 nursing students. Data regarding students' self-efficacy beliefs for psychomotor skill performance and communication skills were analyzed using the generalized partial credit item response theory model. Results: All items showed acceptable model-data fit using the chi-square test with an alpha of.001. Review of item information functions showed that 40% of the items provided high information about self-efficacy and 20% provided moderately high information. Comparison of trait level distributions with reliability information given by the two subscales showed that the psychomotor subscale measured self-efficacy most accurately for second and third semester students and the communication subscale measured efficacy most accurately for first and second semester students. Significant mean differences in self-efficacy scores from both subscales were found between students in successive semesters of the program. Discussion: Data analysis provided some evidence for reliable interpretation of scores indicating self-efficacy beliefs of nursing students. Comparison of scores from students in different semesters provided validity evidence; the instrument could be used to discriminate between beginning students and more advanced students possessing different levels of self-efficacy. When used for scale development, item response theory procedures can be more informative about item and test reliability than classical true score theory.

AB - Background: For nurse educators to optimize instruction that supports students' accurate estimates of their ability, a sound measure of nursing self-efficacy is needed. Objective: To provide evidence for an adequate item response theory model fit to scores measuring nursing students' self-efficacy to care for critically ill patients and to use the theory to provide evidence for reliable and valid interpretation of self-efficacy scores. Methods: The Nursing Student Self-Efficacy Scale was administered to 421 nursing students. Data regarding students' self-efficacy beliefs for psychomotor skill performance and communication skills were analyzed using the generalized partial credit item response theory model. Results: All items showed acceptable model-data fit using the chi-square test with an alpha of.001. Review of item information functions showed that 40% of the items provided high information about self-efficacy and 20% provided moderately high information. Comparison of trait level distributions with reliability information given by the two subscales showed that the psychomotor subscale measured self-efficacy most accurately for second and third semester students and the communication subscale measured efficacy most accurately for first and second semester students. Significant mean differences in self-efficacy scores from both subscales were found between students in successive semesters of the program. Discussion: Data analysis provided some evidence for reliable interpretation of scores indicating self-efficacy beliefs of nursing students. Comparison of scores from students in different semesters provided validity evidence; the instrument could be used to discriminate between beginning students and more advanced students possessing different levels of self-efficacy. When used for scale development, item response theory procedures can be more informative about item and test reliability than classical true score theory.

KW - item response theory

KW - psychometrics

KW - reliability and validity

KW - self-efficacy

UR - http://www.scopus.com/inward/record.url?scp=84861123633&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84861123633&partnerID=8YFLogxK

U2 - 10.1097/NNR.0b013e318253a750

DO - 10.1097/NNR.0b013e318253a750

M3 - Article

C2 - 22551989

AN - SCOPUS:84861123633

VL - 61

SP - 149

EP - 158

JO - Nursing Research

JF - Nursing Research

SN - 0029-6562

IS - 3

ER -