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Measurement properties of a peer‐teaching scale for nursing education

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Listed:
  • Brett Williams
  • Lisa McKenna
  • Jill French
  • Simon Dousek

Abstract

Teaching is a key role for nurses in contemporary clinical practice. Consequently, peer‐assisted learning continues to gather momentum in nursing education in tertiary and professional education settings. In this study, we investigated the factor structure of the Peer Teaching Experience Questionnaire when completed by a group of nursing undergraduates from a large Australian university. Data from the 14‐item Peer Teaching Experience Questionnaire completed by third year undergraduate nursing students were analyzed using factor analysis. A total of 257 final (third)‐year undergraduate nursing students participated in the study. Factor analysis of the 14 items revealed three factors with eigenvalues above 1, accounting for 47.3% of the total variance. Items with loadings greater than ± 0.40, with the factor in question, were used to characterize the factor solutions. Findings from the exploratory factor analysis provide preliminary results that the Peer Teaching Experience Questionnaire has adequate dimensionality and reliability.

Suggested Citation

  • Brett Williams & Lisa McKenna & Jill French & Simon Dousek, 2013. "Measurement properties of a peer‐teaching scale for nursing education," Nursing & Health Sciences, John Wiley & Sons, vol. 15(3), pages 368-373, September.
    • Handle: RePEc:wly:nuhsci:v:15:y:2013:i:3:p:368-373
    DOI: 10.1111/nhs.12040
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    References listed on IDEAS

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    2. Angela Christiansen & Amelia Bell, 2010. "Peer learning partnerships: exploring the experience of pre‐registration nursing students," Journal of Clinical Nursing, John Wiley & Sons, vol. 19(5‐6), pages 803-810, March.
    3. Henk Kiers, 1994. "Simplimax: Oblique rotation to an optimal target with simple structure," Psychometrika, Springer;The Psychometric Society, vol. 59(4), pages 567-579, December.
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