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The Self-Directed Learning Readiness Scale for nursing education revisited: a confirmatory factor analysis.

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Title: The Self-Directed Learning Readiness Scale for nursing education revisited: a confirmatory factor analysis.
Authors: Fisher MJ (AUTHOR), King J (AUTHOR)
Source: Nurse Education Today. Jan2010, Vol. 30 Issue 1, p44-48. 5p.
Abstract: The Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) was initially developed as an alternative to Guglielmino's [Guglielmino, L.M. 1977. Development of the Self-Directed Learning Readiness Scale. Unpublished Doctoral Dissertation, University of Georgia. Dissertation Abstracts International, vol. 38 (11a), p. 6467] Self-Directed Learning Readiness Scale. The aim of this study was to re-examine the factor structure of the subscales of the SDLRSNE and provide evidence of its validity. Data was collected using a cross-sectional survey of 227 first year undergraduate nursing students. To examine the factor structure of the SDLRSNE three one-factor congeneric models, each representing a different subscale, were tested with maximum likelihood confirmatory factor analysis. The model fit indices of the three one-factor congeneric models indicate that the resultant models fit the data well, providing support for the factorial validity of the SDLRSNE. Of the 40 items, 11 items had to be removed from the analyses as they failed to provide good fit with their subscales. Further research investigating the factor validity of the SDLRSNE is encouraged, specifically to examine the stability of the items across factors using multi-factor models. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) was initially developed as an alternative to Guglielmino's [Guglielmino, L.M. 1977. Development of the Self-Directed Learning Readiness Scale. Unpublished Doctoral Dissertation, University of Georgia. Dissertation Abstracts International, vol. 38 (11a), p. 6467] Self-Directed Learning Readiness Scale. The aim of this study was to re-examine the factor structure of the subscales of the SDLRSNE and provide evidence of its validity. Data was collected using a cross-sectional survey of 227 first year undergraduate nursing students. To examine the factor structure of the SDLRSNE three one-factor congeneric models, each representing a different subscale, were tested with maximum likelihood confirmatory factor analysis. The model fit indices of the three one-factor congeneric models indicate that the resultant models fit the data well, providing support for the factorial validity of the SDLRSNE. Of the 40 items, 11 items had to be removed from the analyses as they failed to provide good fit with their subscales. Further research investigating the factor validity of the SDLRSNE is encouraged, specifically to examine the stability of the items across factors using multi-factor models. [ABSTRACT FROM AUTHOR]
ISSN:02606917
DOI:10.1016/j.nedt.2009.05.020