The development, validity, reliability, and norm of a preschool auditory processing assessment scale in China

Liu, Panting; Lin, Huanxi; Xiao, Zhenglu; Zhu, Huiqin; Ji, Hui; Yao, Mengmeng; Qian, Jun; Tong, MeiLing; Chi, Xia; Qin, Hong

doi:10.1016/j.ridd.2022.104272

Cited by 3 publications

(1 citation statement)

References 35 publications

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“…The sample size of this survey is smaller, which makes its average score higher. The mean norm describes the overall level, and the percentile norm was formed to compare the individual score within the corresponding percentile norm to identify individual positions in the group [ 16 , 17 ]. The higher the score, the higher the percentile norm position, which means the health education competency level is better.…”

Section: Discussionmentioning

confidence: 99%

National norms for the obstetric nurses’ and midwives’ health education competence, and its influencing factors: a nationwide cross-sectional study

Zou,

Wu,

Jiang

2024

BMC Med Educ

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Background Strengthening obstetric nurses’ and midwives’ health education competence is the investment and guarantee for the population’s future health. The purpose of study is to establish national norms for their health education competence, and explore possible influencing factors for providing an uniform criterion identifying levels and weaknesses. Methods An online questionnaire with a standard process was used to collect data. Three normative models were constructed, and multiple linear regression analysis analyzed possible influencing factors. Results The sample respondents (n = 3027) represented obstetric nurses and midwives nationally. Three health education competency normative norms (mean, percentile and demarcation norm) were constructed separately. Locations, hospital grade, department, marital status, training times and satisfaction with health education training influenced obstetrical nurses’ and midwives’ health education competence (P<0.05). Conclusion This study constructed the first national standard for assessing obstetric nurses’ and midwives’ health education competence, providing a scientific reference to evaluate the degree of health education competence directly. These known factors could help clinical and policy managers designate practice improvement measures. In future research, Grade I hospitals should be studied with larger sample sizes, and indicators need to improve to reflect health education’s effect better.

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Section: Discussionmentioning

confidence: 99%

National norms for the obstetric nurses’ and midwives’ health education competence, and its influencing factors: a nationwide cross-sectional study

Zou,

Wu,

Jiang

2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

National Norms for the Obstetric nurses' and Midwives' health education competence, and its Influencing Factors: A Nationwide Cross-sectional Study

Zou,

Wu,

Jiang

2024

Preprint

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Background Strengthening obstetric nurses' and midwives' health education competence is the investment and guarantee for the population's future health. The purpose of study is to establish national norms for their health education competence, and explore possible influencing factors for providing an uniform criterion identifying levels and weaknesses. Methods An online questionnaire with a standard process was used to collect data. Three normative models were constructed, and multiple linear regression analysis analyzed possible influencing factors. Results The sample respondents (n = 3027) represented obstetric nurses and midwives nationally. Three health education competency normative norms (mean, percentile and demarcation norm) were constructed separately. Locations, hospital grade, department, marital status, training times and satisfaction with health education training influenced obstetrical nurses' and midwives' health education competence (P༜0.05). Conclusion This study constructed the first national standard for assessing obstetric nurses' and midwives' health education competence, providing a scientific reference to evaluate the degree of health education competence directly. These known factors could help clinical and policy managers designate practice improvement measures. In future research, Grade I hospitals should be studied with larger sample sizes, and indicators need to improve to reflect health education's effect better.

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A longitudinal study on the development trajectory of auditory processing and its relationship with language development in Chinese preschool children with autism spectrum disorder: Study protocol

Liu,

Zhou,

Sun

et al. 2024

Preprint

Self Cite

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Background：It was reported that more than 96% of autism spectrum disorder (ASD) children are accompanied with different degrees of sensory processing abnormalities, and up to 50% of ASD children exhibit abnormal auditory response. Studies have confirmed that some ASD children’s abnormal auditory response may be related to their abnormal auditory processing. Prior research demonstrated that ASD children’s auditory processing has high heterogeneity, thus, ASD children’s auditory processing may have different developmental trajectories. However, no study has concentrated on the developmental trajectories of ASD children’s auditory processing. In addition, auditory processing plays a crucial role in ASD children’s language development, thus, ASD children’s different language development outcomes may be related to different auditory processing development tracks. Therefore, this study aims to explore the developmental trajectory of auditory processing in ASD children and analyze the relationship between different developmental trajectories of auditory processing and language impairment. Methods/Design：In this study, 220 ASD children aging 3 years and 0 months to 4 years and 11 months are recruited as the research objects, and their demographic characteristics are collected. The subjects are tested for peripheral hearing, intelligence, and autism symptoms. Furthermore, ASD children’s auditory processing and language development are evaluated at baseline, 1 year, and 2 years later. In addition, ASD children’s auditory processing is evaluated by electrophysiological test and the Preschool Auditory Processing Assessment Scale. Moreover, ASD children’s language skills are assessed using the Language Development Assessment Scale for Children Aged 1-6. The various categories of the developmental trajectory of ASD children’s auditory processing are examined through the latent category growth model. Additionally, a hierarchical regression model is developed to analyze the predictive impact of different auditory processing development trajectories on language impairment in ASD children. Discussion：This longitudinal study will explore the categories of auditory processing developmental trajectories in ASD children, and analyze the relationship between different categories of auditory processing developmental trajectories and language development, providing new ideas and targeted targets for the rehabilitation training of language impairment in ASD children, as well as promoting early and accurate interventions for ASD children.

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The development, validity, reliability, and norm of a preschool auditory processing assessment scale in China

Cited by 3 publications

References 35 publications

National norms for the obstetric nurses’ and midwives’ health education competence, and its influencing factors: a nationwide cross-sectional study

National norms for the obstetric nurses’ and midwives’ health education competence, and its influencing factors: a nationwide cross-sectional study

National Norms for the Obstetric nurses' and Midwives' health education competence, and its Influencing Factors: A Nationwide Cross-sectional Study

A longitudinal study on the development trajectory of auditory processing and its relationship with language development in Chinese preschool children with autism spectrum disorder: Study protocol

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