2.50
Hdl Handle:
http://hdl.handle.net/10755/153749
Type:
Presentation
Title:
Validating the Interpersonal Communication Assessment Scale
Abstract:
Validating the Interpersonal Communication Assessment Scale
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Klakovich, Marilyn
Co-Authors:Felicitas Dela Cruz, DNSc, RN, FAANP
Purpose: In spite of the centrality of interpersonal communication in nursing, no psychometrically sound instrument exists to measure the communication competency of nursing students. The purpose of this methodological study was to validate the Interpersonal Communication Assessment Scale (ICAS). Specifically, it aimed to: (a) describe the factor structure and reliability of the measure, and (b) to compare the differences in the communication skills of beginning and graduating students in the undergraduate and graduate nursing programs. Methods: Literature review and analysis of critical incident narratives generated the initial items which were subjected to content validation and refinement. Undergraduate and graduate faculty (N= 578) from 246 CCNE accredited schools of nursing participated in the survey, representing a 26% return rate. Faculty rated the effectiveness of a “typical” student’s communication behavior at the beginning BSN, graduating BSN, beginning MSN and graduating MSN levels. Items were rated on a behavioral frequency scale ranging from 1 (seldom) to 4 (usually or always). Results: Exploratory factor analysis resulted in a 3-factor solution labeled advocacy, therapeutic use of self and validation, accounting for 60% of the variance. The Cronbach’s alpha for the revised scale was .95. Construct validity was further assessed by using the known group approach. The ICAS differentiated between entering and graduating students at both the undergraduate and graduate level (F – 49.5, p<.001). Implications and Recommendations: The ICAS can be used as a formative tool to provide student feedback following each clinical rotation. As a summative tool, it can be used to compare entering versus graduating student scores. Further research is recommended with actual nursing students in a variety of nursing programs (associate degree, degree completion as well as BSN and MSN programs). The ICAS can be used in research to determine the effectiveness of communication teaching methods and to determine predictors of effective communication.
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleValidating the Interpersonal Communication Assessment Scaleen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153749-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Validating the Interpersonal Communication Assessment Scale</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Klakovich, Marilyn </td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mklakovich@apu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Felicitas Dela Cruz, DNSc, RN, FAANP</td></tr><tr><td colspan="2" class="item-abstract">Purpose: In spite of the centrality of interpersonal communication in nursing, no psychometrically sound instrument exists to measure the communication competency of nursing students. The purpose of this methodological study was to validate the Interpersonal Communication Assessment Scale (ICAS). Specifically, it aimed to: (a) describe the factor structure and reliability of the measure, and (b) to compare the differences in the communication skills of beginning and graduating students in the undergraduate and graduate nursing programs. Methods: Literature review and analysis of critical incident narratives generated the initial items which were subjected to content validation and refinement. Undergraduate and graduate faculty (N= 578) from 246 CCNE accredited schools of nursing participated in the survey, representing a 26% return rate. Faculty rated the effectiveness of a &ldquo;typical&rdquo; student&rsquo;s communication behavior at the beginning BSN, graduating BSN, beginning MSN and graduating MSN levels. Items were rated on a behavioral frequency scale ranging from 1 (seldom) to 4 (usually or always). Results: Exploratory factor analysis resulted in a 3-factor solution labeled advocacy, therapeutic use of self and validation, accounting for 60% of the variance. The Cronbach&rsquo;s alpha for the revised scale was .95. Construct validity was further assessed by using the known group approach. The ICAS differentiated between entering and graduating students at both the undergraduate and graduate level (F &ndash; 49.5, p&lt;.001). Implications and Recommendations: The ICAS can be used as a formative tool to provide student feedback following each clinical rotation. As a summative tool, it can be used to compare entering versus graduating student scores. Further research is recommended with actual nursing students in a variety of nursing programs (associate degree, degree completion as well as BSN and MSN programs). The ICAS can be used in research to determine the effectiveness of communication teaching methods and to determine predictors of effective communication.</td></tr></table>en_GB
dc.date.available2011-10-26T12:29:18Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T12:29:18Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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