Development And Application Of The Chinese Version Of Casey-Fink Graduate Nurse Experience Survey

Objective1.To translate and modify the Casey-Fink Graduate Nurse Experience Survey,and built a Chinese evaluation measurement with good reliability and validity through the cultural adaptation.2.To investigate and analysis the situation and the influence factors of nursing students experience,so to provide reference for clinical nursing educators.Methods1.Brislin translation procedure was employed to translate the Casey-Fink Graduate Nurse Experience Survey after we got the authorization.(1)The 2researchers independently translation and subsequent integration into a Chinese translation;(2)Translation the Chinese translation into English by two researchers who are unaware of the original English questionnaire.And re-translated the items that have a great difference with the original English items;(3)Invited 6 experts to make cultural adjustments to the translated version of the Chinese version of the questionnaire;(4)Using a combination of cognitive interview and pre-survey to conduct semantic analysis of the Chinese version questionnaire,and finally formed the Chinese version of Casey-Fink Graduate Nurse Experience Survey.Then,206 undergraduate nursing students were selected to assess reliability and validity of the Chinese version of Casey-Fink Graduate Nurse Experience Survey.The assessment criterion of the reliability and validity included item analysis ? content validity ?construct validity?internal consistency reliability?test-retest reliability.2.The Chinese version of Casey-Fink Graduate Nurse Experience Survey was used to investigate 302 nursing students in The First Affiliated Hospital of Zhengzhou University,which aim to analyze nursing students' situation of clinical experience and its influencing factors.Results1.The Chinese version of Casey-Fink Graduate Nurse Experience Survey consists of 5 sections:skills/procedure performance(20 items),comfort/confidence(23 items),job satisfaction dimension(9 items),role transition(5 questions)and demographic information.The Average of all I-CVIs on the Scale(S-CVI/Ave)was 0.918,and the item content validity index(I-CVI)ranged from 0.71 to 1.00.Exploratory factor analysis extracted 4 factors,which could explain 63.998% of the total variance.The Cronbach's ? for the total scale was 0.910 and the test-retest reliability was 0.847.2.Nursing students' situation of clinical experience:(1)The top three skills that nursing students consider to be the most difficult to complete are tracheostomy care?vent care/management?emergency response.(2)The lower scores of nursing students were the weekends off per month and vacation.(3)The most difficulties that nursing students currently experiencing with the transition from the "student" role to the "RN" role was role expectations(56.62%);Nursing students can feel more supported or integrated into the unit by improving orientation(70.2%);Peer support was the most satisfactory part of work environment(68.54%);Nursing work environment was the most unsatisfied part of work environment(68.54%).(4)The total score of comfort/confidence of nursing students was(69.79±7.634),communication/leadership was(18.45±2.496),support was(25.81±3.310),patient safety was(13.13±2.015),professional satisfaction was(12.39±2.157).3.The influencing factors of comfort/confidence of nursing students:(1)Theconfidence of undergraduate nursing students in gender,age,area of specialty and work pattern have no statistical significance(P>0.05).There was a statistically significant difference in served as leader,attended other non-nursing degree course,internship time,work experience(volunteer,trainee)(P<0.05).(2)Multiple linear regression results showed that skills/procedure performance and job satisfaction entered the regression equation.Conclusions1.The Chinese version of Casey-Fink Graduate Nurse Experience Survey is reliable and valid,which can be used to measure the nursing students in Chinese medical environment.2.The nursing specific skills of undergraduate nursing students need to be improved;Nursing students were less satisfied with their weekends off per month and vacation;Role expectations?orientation?peer support and nursing work environment play an important role in role transitionof nursing students.3.The comfort/confidence of nursing students is higher than the average level;Nursing skills/procedure performance and job satisfaction skills are the main factors influencing the comfort/confidence of undergraduate nursing students.