Volume 2- Issue 3

September 2015

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Adaptation of Clinical Decision Making in Nursing Scale to Undergraduate Students of Nursing: The Study of Reliability and Validity

Aylin Durmaz Edeer Aklime Sarıkaya
Pages: 1-9

A clinical decision making skill is an essential step in the implementation of nursing knowledge and reflecting on patient care. The research was planned to measure the reliability and validity of The Clinical Decision Making in Nursing Scale (CDMNSTr) for undergraduate nursing students from Turkey. This study is a methodological design. This study was conducted on 210 undergraduate students of nursing. For validity; Language – Content Validity, Construct Validity (Exploratory and Confirmatory Factor Analysis) were examined. For reliability; CDMNS’s Cronbach’s alpha reliability coefficient, item-total score correlation coefficients, stability analysis (test-retest) were examined. Item Content Validity Index and Scale Content Validity Index were calculated as .81 and .83 respectively. Confirmatory factor analyses showed that goodness of fit indexes were acceptable. Cronbach alpha value of the scale was .78. Item-to-total score correlation coefficients ranged from .13 to .56. The correlation coefficient for test-retest was .82. The scale can be used as a valid and reliable measurement tool to determine the perceptions of Turkish undergraduate students of nursing as regards to clinical decision making.

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Assessing the implicit achievement motive: effects of input-condition, administration and picture-position

Nicole Gruber Ludwig Kreuzpointner
Pages: 10-19

Implicit measurements are sensitive for influences of experimenter and situation. An assessment using computers could therefore avert those negative effects, if there is an adequate translation to computer (Blankenship, 2010). We split the achievement motive into the two components hope of success (HS) and fear of failure (FF) and investigated the effects of input condition (handwritten vs. keyboard), administration (online vs. computer vs. human experimenter) and picture-position for each of these two components. Therefore 140 undergraduates were randomly assigned to 18 experimental groups of a counterbalance within-between-design and assessed with the Thematic-Apperception-Test (TAT; Heckhausen, 1963). The outcome is that handwriting increases the HS-score, whereby FF-score did not differ in typed and handwritten answers. People instructed by human experimenter show higher FF and lower HS compared to computer based tested people in the labor and online. There is no statistical significant interaction effect of administration and input condition. There is either no position effect for any of these motive-components. The TAT seems to be more robust than commonly thought.

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Scientific Research Competencies of Prospective Teachers and their Attitudes toward Scientific Resea

Hasan Hüseyin Şahan Rukiye Tarhan
Pages: 20-31

Present study has been constructed to determine scientific research competencies of prospective teachers and identify the extent of effect of prospective teachers’ attitudes toward scientific research and scientific research methods course on their research skills and attitudes towards research. This study has two dimensions: it is a descriptive study by virtue of identifying prospective teachers’ research skills and attitudes toward research, also an experimental study by virtue of determining the effect of scientific research methods course on prospective teachers’ skills and their attitudes toward research. In order to obtain the data related to identified sub- problems “Scale for Identifying Scientific Research Competencies” and “Scale for Identifying the Attitude toward Research” have been utilized. It has thus been concluded in this study that scientific research methods course had no significant effect in gaining scientific research competencies to prospective teachers and that this effect demonstrated no differentiation with respect to departments. On the other hand it has been explored that scientific research methods course had a negative effect on the attitudes of prospective teachers toward research and that there was a differentiation to the disadvantage of prospective teachers studying at Primary Education Mathematics Teaching Department.

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Tertiary Students’ Entrepreneurship Learning Socialization: Factor Analysis and Structural Equation

Chun-Mei Chou Chien-Hua Shen
Pages: 32-33

This study examines 728 tertiary students’ entrepreneurship learning socialization and its influencing factors to serve as a school reference for the development of internship and entrepreneurship education. The results show that students’ internship experience has a significant direct effect on entrepreneurship learning socialization, and entrepreneurship intention has a significant effect on entrepreneurship learning socialization through internship experience. The influence pattern and empirical data of entrepreneurship intention and internship experience on entrepreneurship learning socialization has a good fit. This paper gives an insight from Taiwan tertiary institutions about entrepreneurial learning socialization of students and contributions to them. We describe the development of the influencing factors, discuss its implications for entrepreneurship and internship education, and finally offer suggestions for further entrepreneurship education development.

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We would like to announce you that 3rd issue of the 2nd volume of the International Journal of Psychology and Educational Studies(IJPES) has been published. This journal serves as a platform for presenting and discussing the emerging issues on psychology and education for readers. In this issue IJPES published 4 articles. Many thanks to all contributers. We would like to enjoyable reading our 3rd issue.

International Journal of Psychology and Educational Studies (IJPES) is an international, peer-reviewed, non-profit, professional scientific journal. IJPES is a journal that accepts manuscripts related to psychology and educational sciences.  The journal is published online three times in a year. The article being submitted should be in English. IJPES publishes research employing a variety of qualitative and/or quantitative methods and approaches in all areas of the education field and psychology. IJPES welcomes articles from different institutions and countries.

IJPES is supported by Educational Researches and Publications Association (ERPA).

IJPES Editors