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1. Assessing clinicians' perspectives about the identification and management of antipsychotic medication side-effects: Psychometric evaluation of a survey questionnaire.

Author

Stomski, Norman J, Morrison, Paul, and Meehan, Tom

Subjects
*QUESTIONNAIRES, *ANTIPSYCHOTIC agents, *CHI-squared test, *STATISTICAL correlation, *EXPERIMENTAL design, *FACTOR analysis, *RESEARCH methodology, *NURSES' attitudes, *PROBABILITY theory, *PSYCHIATRIC nursing, *PSYCHOMETRICS, *RESEARCH funding, *SCALE analysis (Psychology), *SURVEYS, *SAMPLE size (Statistics), *RESEARCH methodology evaluation, *DATA analysis software, *DESCRIPTIVE statistics, RESEARCH evaluation
Abstract

Eliciting clinicians' views about antipsychotic medication side-effects may assist in understanding strategies that could enhance the identification and management of these side-effects. The present paper details the development and psychometric evaluation of a questionnaire that captures clinicians' perceptions about these issues. An initial item set was derived from a literature review, and then refined by an expert content validity panel that assessed the relevance of the items. The online questionnaire was distributed to Australian mental health nurses and 140 fully completed questionnaires were returned. Principal components analysis yielded two robust scales that conceptually tapped 'system responsibility' and 'personal confidence'. These scales may be used to advance knowledge about how mental health nurses' attitudes towards the assessment and management of antipsychotic medication side-effects influences their clinical behaviour. [ABSTRACT FROM AUTHOR]

Published
2016
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2. Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates.

Author

Kim, Mi Ja, Park, Chang Gi, McKenna, Hugh, Ketefian, Shake, Park, So Hyun, Klopper, Hester, Lee, Hyeonkyeong, Kunaviktikul, Wipada, Gregg, Misuzu F., Daly, John, Coetzee, Siedine, Juntasopeepun, Phanida, Murashima, Sachiyo, Keeney, Sinead, and Khan, Shaheen

Subjects
*ANALYSIS of variance, *CHI-squared test, *COMPARATIVE studies, *STATISTICAL correlation, *RESEARCH methodology, *NURSING schools, *QUESTIONNAIRES, *RESEARCH funding, *SCALE analysis (Psychology), *STATISTICS, *STUDENT attitudes, *GRADUATE nursing education, *LOGISTIC regression analysis, *DOCTORAL programs, *EMPIRICAL research, *QUANTITATIVE research, *EVALUATION research, *INTER-observer reliability, *HUMAN research subjects, *PATIENT selection, *COLLEGE teacher attitudes, *DESCRIPTIVE statistics, RESEARCH evaluation
Abstract

Aims This study aimed to compare the findings of the quality of nursing doctoral education survey across seven countries and discuss the strategic directions for improving quality. Background No comparative evaluation of global quality of nursing doctoral education has been reported to date despite the rapid increase in the number of nursing doctoral programmes. Design A descriptive, cross-country, comparative design was employed. Methods Data were collected from 2007-2010 from nursing schools in seven countries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. An online questionnaire was used to evaluate quality of nursing doctoral education except for Japan, where a paper version was used. Korea and South Africa used e-mails quality of nursing doctoral education was evaluated using four domains: Programme, Faculty (referring to academic staff), Resource and Evaluation. Descriptive statistics, correlational and ordinal logistic regression were employed. Results A total of 105 deans/schools, 414 faculty and 1149 students/graduates participated. The perceptions of faculty and students/graduates about the quality of nursing doctoral education across the seven countries were mostly favourable on all four domains. The faculty domain score had the largest estimated coefficient for relative importance. As the overall quality level of doctoral education rose from fair to good, the resource domain showed an increased effect. Conclusions Both faculty and students/graduates groups rated the overall quality of nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, the importance of the resource domain gained significance as the overall quality of nursing doctoral education increased, indicating the needs for more attention to resources if the quality of nursing doctoral education is to improve. [ABSTRACT FROM AUTHOR]

Published
2015
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