期刊论文详细信息
PeerJ
Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals
article
Irvin L. Ong1  Michael Joseph S. Diño1  Maria Minerva P. Calimag2  Fe A. Hidalgo2 
[1] Research Development and Innovation Center, Our Lady of Fatima University;The Graduate School, University of Santo Tomas;Phi Gamma Chapter, Sigma Theta Tau International Honor Society of Nursing
关键词: Knowledge translation;    Continuing professional development;    Health professionals;    Learning assessment;    Tool development;    Validity testing;    Reliability testing;    Vignette;    Reflective assessment;    CPD;   
DOI  :  10.7717/peerj.5323
学科分类:社会科学、人文和艺术(综合)
来源: Inra
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【 摘 要 】

IntroductionKnowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD.MethodsThe Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing.ResultsThe initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r 0.35, p < 0.05) in all segments of the tool.DiscussionThe study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.

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