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Aim. Transculturally adapt the Pieper-Zulkowski Pressure Ulcer Knowledge Test V2 to the healthcare context of pressure injuries in Galicia and determine the psychometric properties of the questionnaire adapted to Galician. Methods. Cross-cultural adaptation of the questionnaire following the steps of the International Society for Pharmacoeconomics and Outcomes Research, estimating face and content validity and crosssectional observational study with descriptive, bivariate and psychometric analysis: Rasch, reliability, stability of the self-administered questionnaire PZ-PUKT 72 adapted to Galician. Results. The Galician PZ-PKUT has good conceptual-semantic equivalence to the original questionnaire, as well as very good face validity and content validity (x̄ : 0.96; R: 0.87-1). A total of 121 health professionals participated, with a mean age of 44.6 years and 104 were women (86%). The total average score was 72.7%, with statistically significant differences between the score and sociodemographic variables. The items have a good fit of the Rasch model and a wide range of difficulty (R: -37.32-2.55). Cronbach's alpha 0.809. Intraclass Correlation Coefficient was 0.906 and the stability represented by the Bland-Altman diagram was acceptable. Discussion. The Galician PZ-PUKT 72 has good face and content validity relate the original version, showing appropriate psychometric characteristics: good reliability if administered completely, temporal stability and construct validity. It requires studies that evaluate its properties in other samples and the possibility of dividing the instrument into 3 subscales. Although its feasibility is limited by being a long questionnaire, it is a valid and reliable instrument to measure knowledge about Pressure Injuries. [ABSTRACT FROM AUTHOR]

The study of socioemotional competencies (SEC) contributes to the multicausal vision of a person's successful development. Following the Classical Test Theory and an ability approach, the design and psychometric analysis of the CSE-AS-Peru was proposed to evaluate these competencies in schoolchildren between 12 and 17 years of age belonging to public schools. A total of 1402 schoolchildren distributed among the seven Local Educational Management Units (UGEL) of Lima - Peru participated. A Likert-type test was constructed with 23 items distributed according to the dimensions proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2021). Content and construct validity was determined; reliability was calculated and scales were constructed to interpret the scores obtained. Coefficients within the statistical parameters are evident. Thus, Fleis' Kappa and Aiken's V coefficients reached significant scores. The Confirmatory Factor Analysis allowed for the validation of the internal structure of the test with coefficients higher than the empirical criterion. Reliability obtained congruent values by different analyses such as Cronbach's alpha, McDonald's Omega and Halving. The scales were unique because no significant differences were found between age groups. The instrument contributes to the need for relevant tests for diagnosis, research and psycho-pedagogical intervention on emotional education with adolescents in Peru. In addition, it confirms that SEC are stable over time in the range of 12 to 17 years. [ABSTRACT FROM AUTHOR]

This study presents the results of the validation process of two data collection instruments on the inclusion of grandparent- grandchild relationships in Primary Education. Two ad hoc questionnaires were designed for the families of the students and the teachers (CUABU-F and CUMEABU-D) with the aim of assessing their conceptions of the roles and profiles of grandparenting and their influence on the development of school children's identity. From a quantitative approach and with an analytical design, the content validity was estimated through expert judgment, the internal consistency (Cronbach's Alpha model) and the construct validity (Principal Component analysis) of both instruments. An instrumental research design that consisted of two phases was used. In the first one, seven experts participated, who judged the questionnaires based on a scale developed for this purpose. The second phase consisted of a pilot study where information was collected from 110 teachers and 72 parents of Year 5 students in the Region of Murcia. The results showed that the instruments had content validity in terms of their pertinence, coherence, sufficiency, adequacy, relevance and clarity. Furthermore, both instruments revealed fairly high reliability and adequate construct validity. These questionnaires allowed for the diagnostic evaluation of a project that promotes grandparent-grandchild relationships in Primary Education classrooms. [ABSTRACT FROM AUTHOR]

This study shows the design and validation of the set of questionnaires called IKasGral, the aim of which is to explore students' perceptions of the development of crossskills deployed in the Final Degree Project (Bachelor Thesis) in Education degrees (Pedagogy, Social Education, Early Childhood Education and Primary Education). The article describes (i) the validation process, which was carried out with five experts in the field and a doctoral student related to the subject; and (ii) the reliability of the instrument by 48 students from four Education degrees of the University of the Basque Country at its three campuses. Results were positive with respect to the index of content validity (0.81) and an internal consistency of over 0.6, according to Cronbach's alpha coefficient of reliability. This study concludes by pointing out that these questionnaires can be transferred to other contexts that share the same or similar aims and open up the possibility of monitoring cross-skills in the Final Degree Project subject for the Degrees in Education. [ABSTRACT FROM AUTHOR]