Knowledge tests in patient education: A systematic review

Kesänen, Jukka; Leino‐Kilpi, Helena; Arifulla, Dinah; Siekkinen, Mervi; Valkeapää, Kirsi

doi:10.1111/nhs.12097

Cited by 22 publications

(38 citation statements)

References 75 publications

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“…As described by Kesänen, Leino‐Kilpi in their systematic review, a good quality questionnaire consists of many important elements. The authors suggest that development should begin with identifying the content of the knowledge domain and then ensuring that items are pertinent to that domain with no unnecessary additions . Moule and Goodman stress that questionnaires pertain to the measurement of knowledge, and in research should contribute to answering the research question.…”

Section: Introductionmentioning

confidence: 99%

“…Knowledge is a pre‐requisite for individuals at risk of pressure ulceration in order to facilitate self‐management. Therefore, it is imperative that in tandem with providing an education programme such as SPUPP, patients knowledge levels are assessed to determine the efficacy of such an intervention . Measuring knowledge requires learning achievement tests, which can either be objective tests or essay tests.…”

Section: Introductionmentioning

confidence: 99%

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Development and psychometric evaluation of the patient knowledge of, and attitudes and behaviours towards pressure ulcer prevention instrument (KPUP)

Shanley

Moore

Patton

et al. 2019

International Wound Journal

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The Patient Knowledge of, and Attitude and Behaviour towards Pressure Ulcer Prevention Instrument (KPUP) was developed and validated using a two‐stage prospective psychometric instrument validation study design. In Stage 1, the instrument was designed, and it is psychometrically evaluated in Stage 2. To establish content validity, two expert panels independently reviewed each item for appropriateness and relevance. Psychometric evaluation included construct validity and stability testing of the instrument. The questionnaire was administered to a convenience sample of 200 people aged more than 65 years, living independently in the community; reliability and stability were assessed by test/retest procedures, with a 1‐week interval. Mean knowledge scores at ‘test’ were 11.54/20 (95% CI = 11.10‐11.99, SD: 3.07), and ‘retest’ was 12.24 (95% CI = 11.81‐12.66, SD: 2.93). For knowledge, correlation between the test/retest score was positive (r=. 60), attitude section‐inter‐item correlations ranged from r = −.31 to r = .57 (mean intraclass correlation coefficient of r = .42), and internal consistency for the retest was the same as the test (α = .41 for the eight items). For health behaviours, individual inter‐item correlations for test items ranged from r = −.21 to r = .41 for the 13 standardised items. Psychometric testing of the KPUP in a sample of older persons in the community provided moderate internal consistency and general high test‐retest stability.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development and psychometric evaluation of the patient knowledge of, and attitudes and behaviours towards pressure ulcer prevention instrument (KPUP)

Shanley

Moore

Patton

et al. 2019

International Wound Journal

View full text Add to dashboard Cite

show abstract

“…This so called 'comprehension assessment' occurs in situations in which a researcher or educator is interested in understanding products of reading [3]. Nevertheless, the description of knowledge tests to conduct these assessments remains unclear in many studies [1]. Such descriptions of instruments should include the items, response options, and the administration and scoring procedures.…”

Section: Knowledge Mastery Tests As Indicators For Learning Performancementioning

confidence: 99%

“…Also test validation helps to evaluate the usefulness of the decisions and inferences from test scores [10]. Although these knowledge tests are widely being used in education, the psychometric quality of these measurements has been given little attention [1]. Test validation highlights the importance in educational assessments of developing test items that sufficiently discriminate between students.…”

Section: Knowledge Mastery Tests As Indicators For Learning Performancementioning

confidence: 99%

“…In order to measure students' learning performance, research relies on the use of knowledge mastery tests. The literature is sparse on reporting the psychometric validation and reliability procedures of knowledge tests [1]. Aim of the present study is to develop an adequate measure of students' acquired knowledge from reading academic texts.…”

Section: Introductionmentioning

confidence: 99%

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The Development of Knowledge Tests When Studying Academic Texts in Higher Education

Bruyne¹,

Aesaert²,

Valcke³

2017

EDULEARN Proceedings

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In order to measure students' learning performance, research on higher education mainly relies on the use of knowledge mastery tests. Although these tests are widely being used, the psychometric quality of these measurements has been given little attention. The aim of this study is to outline the development and validation of two knowledge mastery tests, serving as indicators for learning performance, through the use of item response theory. As studying academic texts is a major source for learning domain-specific content in higher education, both tests focus on knowledge mastery after studying an academic text on, respectively "problem solving theory" and "metacognition". Both tests were administered to first-year university students (n=180 for problem solving; n=249 for metacognition) enrolled for a Bachelor programme in Educational Sciences. The items were controlled for dimensionality, model-data fit, local item dependence and monotonicity. The final measure consisted of 16 out of 30 items for the knowledge test about the problem solving text. For the knowledge test about metacognition, 21 out of 30 items remained relevant and informative. The final results indicate that both knowledge tests are reliable, in particular for median ability levels. This study highlights the importance of developing knowledge mastery tests that provide accurate and valid measures for learning from academic tests.

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Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Hews‐Girard

Guelcher

Meldau

et al. 2017

Research and Practice in Thrombosis and Haemostasis

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Essentials Appropriate, theory‐based education has been linked to improved patient and system outcomes.Literature regarding theory‐based education in thrombosis and hemostasis is extremely limited.Current literature describes teaching strategy in single centers vs. impact of underlying theory.Collaborative efforts are required to make recommendations regarding optimization of education. Prior work regarding patient education has identified the importance of using learning theory and educational models to develop and deliver content that will improve patient outcomes. Current literature appears to examine implementation of teaching strategies without clear identification of educational principles. This review aimed to identify educational principles and theory currently utilized in the planning and delivery of patient education in disorders of thrombosis and hemostasis. The majority of articles reviewed evaluated the impact of educational interventions on patient outcomes; links between educational principles and changes in outcomes was lacking. Few articles clearly referenced theory in development of patient education; fewer focussed on the population of interest. The lack of literature demonstrates the need for multi‐center collaborative research aimed at generation of an improved level of evidence regarding the most effective theoretical framework for the development, delivery and evaluation of patient education for patients with disorders of thrombosis and hemostasis. Once a theoretical framework for patient education is developed and tested, the unique contribution of patient education to both knowledge and clinical outcomes can be robustly evaluated.

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Knowledge tests in patient education: A systematic review

Cited by 22 publications

References 75 publications

Development and psychometric evaluation of the patient knowledge of, and attitudes and behaviours towards pressure ulcer prevention instrument (KPUP)

Development and psychometric evaluation of the patient knowledge of, and attitudes and behaviours towards pressure ulcer prevention instrument (KPUP)

The Development of Knowledge Tests When Studying Academic Texts in Higher Education

Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

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