Development and examination of the psychometric properties of the Learning Experience Scale in nursing

Abstract

This paper examines the psychometric properties of the Learning Experience Scale. A survey method was used to collect data from a total of 502 nurses. Data were analyzed by factor analysis and the known-groups technique to examine the construct validity of the scale. In addition, internal consistency was evaluated by Cronbach's alpha, and stability was examined by test-retest correlation. Factor analysis showed that the Learning Experience Scale consisted of five factors: learning from practice, others, training, feedback, and reflection. The scale also had the power to discriminate between nurses with high and low levels of nursing competence. The internal consistency and the stability of the scale were also acceptable. The Learning Experience Scale is a valid and reliable instrument, and helps organizations to effectively design learning interventions for nurses.

Effects of nurses’ personality traits and their environmental characteristics on their workplace learning and nursing competence

“…The scale consists of five factors with 20 items, which are rated on a 6‐point Likert scale, ranging from 1 = “not at all” to 6 = “always.” Higher scores indicate a higher frequency of using these learning methods. Good validity and reliability of the scale were reported by Takase et al ().…”

“…This scale, created by Takase, Imai, and Uemura (), measures five methods of workplace learning: learning from practice, others, training, feedback, and reflection. The scale consists of five factors with 20 items, which are rated on a 6‐point Likert scale, ranging from 1 = “not at all” to 6 = “always.” Higher scores indicate a higher frequency of using these learning methods.…”

Inpatient Suicide Second Victim Experience and Support Tool: Psychometric properties of a scale for nurses who experienced inpatient suicide at Chinese general hospitals

“…If researchers put the results of EFA directly into the CFA with the same data, the data are simply fitted, and the theoretical structure is not tested. It is reasonable to use half of the data for EFA, and then use the factors obtained from the analysis for CFA with the remaining half of the data (T. Li et al, 2018;Takase, Imai, & Uemura, 2016). Therefore, we used EFA for half of the data, and then tested the generality of the extracted factors with CFA on the other F I G U R E 1 Factor structure of the IS-SVEST with correlations among the five factors, standardized factor loadings, and error terms half of the data (Çelik et al, 2012;T.…”

The influence of learning circumstances and on‐the‐job opportunities for professional growth on perceived person–environment fit among hospital nurses: A longitudinal study

“…In the nursing context, there are such circumstances. Nurses learn to practice high‐quality nursing from their participation in internal and external training, reflecting about practice with others, and receiving feedback through discussion, among others (Takase et al., 2015, 2016). Thus, the circumstances in which nurses gain KSAs both inside and outside hospitals and communicate about the nursing practice with colleagues could be related to multiple dimensions of PE fit.…”

“…Nurses learn through daily practice (Billett, 2016; Takase et al., 2016), and experience is one of the most important sources of practical knowledge for nurses (Estabrooks et al., 2005); they can learn essential KSAs on the job, through daily practice and workplace experience. Structural empowerment—a factor related to PJ fit—includes work resources and opportunities to use their abilities (Laschinger et al., 2006).…”