Principal Component Analysis And Reliability Test Of The Revised Bernier Instructional Design Scale (BIDS-2)

2.50
Hdl Handle:
http://hdl.handle.net/10755/166067
Category:
Abstract
Type:
Presentation
Title:
Principal Component Analysis And Reliability Test Of The Revised Bernier Instructional Design Scale (BIDS-2)
Author(s):
Bernier, Mary
Author Details:
Mary Bernier, PhD, University of Texas Medical Branch School of Nursing, Galveston, Texas, USA, email: mbernier@utmb.edu
Abstract:
The lack of valid and reliable measures for evaluating the quality of printed education materials (PEMs) used to educate patients and families about health and self care information impedes research and theory development about learning and the role of nursing in patient education. This study represents the third in a series of methodological investigations leading to the development of a valid and reliable quality standard for measuring the presence (or absence) of instructional design and learning principles contained in (PEMs). In two previous studies, the Evaluating Printed Education Materials (EPEM) Model and the Bernier Instructional Design Scale (BIDS) for evaluating quality in PEMs were developed and tested for validity and reliability. (Bernier, 1993 & 1996). OBJECTIVE: The purpose of this study was to: a) conduct a principal components analysis (PCA) on the 37 item BIDS to identify the factors representing the largest amount of variance in the scale and b) establish the reliability of the BIDS items retained following PCA. METHODS: A PCA with varimax rotation was performed on the 37 item BIDS using SPSS software. The 14 items retained following PCA were used to construct the revised, BIDS-2. The reliability of the BIDS-2 was established by two groups of raters: mastered prepared nurse-educators (n=6) and doctorally prepared instructional designers (n=6) who applied the revised scale to the test PEM, An Abnormal Pap. What Now? Each group conduct individual ratings and then by consensus, derived a rating key representing the level of instructional design principles contained in the test PEM. The level of agreement between the two rating keys represented the reliability of the BIDS-2 RESULTS: Principal component analyses yielded 11 items with eigenvalues> than 1.00 accounting for 69% of the variance. However, 37% of variance was explained by 2 factors, Information Processing and Content Structure, having eigenvalues of 11 and 2.6. A coefficient alpha of .77 was obtained for the 2 factor, 14 item BIDS-2. Application of the BIDS-2 to the test PEM by nurse-educators and instructional designers yielded unanimous agreement on 12 of the 14 scale items for a reliability of 86%. IMPLICATIONS: The ability to classify and evaluate PEMs according to a valid and reliable instructional design standard will facilitate the development and selection of quality instructional materials. Of equal importance, the availability of a psychometrically sound scale provides a much needed mechanism for empirical exploration of the relationships among instructional design principles and the achievement of learning outcomes.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Host:
Southern Nursing Research Society
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titlePrincipal Component Analysis And Reliability Test Of The Revised Bernier Instructional Design Scale (BIDS-2)en_GB
dc.contributor.authorBernier, Maryen_US
dc.author.detailsMary Bernier, PhD, University of Texas Medical Branch School of Nursing, Galveston, Texas, USA, email: mbernier@utmb.eduen_US
dc.identifier.urihttp://hdl.handle.net/10755/166067-
dc.description.abstractThe lack of valid and reliable measures for evaluating the quality of printed education materials (PEMs) used to educate patients and families about health and self care information impedes research and theory development about learning and the role of nursing in patient education. This study represents the third in a series of methodological investigations leading to the development of a valid and reliable quality standard for measuring the presence (or absence) of instructional design and learning principles contained in (PEMs). In two previous studies, the Evaluating Printed Education Materials (EPEM) Model and the Bernier Instructional Design Scale (BIDS) for evaluating quality in PEMs were developed and tested for validity and reliability. (Bernier, 1993 & 1996). OBJECTIVE: The purpose of this study was to: a) conduct a principal components analysis (PCA) on the 37 item BIDS to identify the factors representing the largest amount of variance in the scale and b) establish the reliability of the BIDS items retained following PCA. METHODS: A PCA with varimax rotation was performed on the 37 item BIDS using SPSS software. The 14 items retained following PCA were used to construct the revised, BIDS-2. The reliability of the BIDS-2 was established by two groups of raters: mastered prepared nurse-educators (n=6) and doctorally prepared instructional designers (n=6) who applied the revised scale to the test PEM, An Abnormal Pap. What Now? Each group conduct individual ratings and then by consensus, derived a rating key representing the level of instructional design principles contained in the test PEM. The level of agreement between the two rating keys represented the reliability of the BIDS-2 RESULTS: Principal component analyses yielded 11 items with eigenvalues> than 1.00 accounting for 69% of the variance. However, 37% of variance was explained by 2 factors, Information Processing and Content Structure, having eigenvalues of 11 and 2.6. A coefficient alpha of .77 was obtained for the 2 factor, 14 item BIDS-2. Application of the BIDS-2 to the test PEM by nurse-educators and instructional designers yielded unanimous agreement on 12 of the 14 scale items for a reliability of 86%. IMPLICATIONS: The ability to classify and evaluate PEMs according to a valid and reliable instructional design standard will facilitate the development and selection of quality instructional materials. Of equal importance, the availability of a psychometrically sound scale provides a much needed mechanism for empirical exploration of the relationships among instructional design principles and the achievement of learning outcomes.en_GB
dc.date.available2011-10-27T14:39:32Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T14:39:32Z-
dc.conference.hostSouthern Nursing Research Societyen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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