Reliability and Validity of a Self-perceived Listening, Empathy, and Presence (LEP) Skills Scale among the Associate Degree Nursing Students

五專護生自我感知傾聽、同理、陪伴（LEP）技能量表的信效度

Ya-Lie Ku(顧雅利) ； Chia-Chen Wu(吳佳珍) ； Shih-Ming Kuo(郭世明) ； Hui-Wen Tseng(曾慧雯) ； Ching-Yun Wang(王璟雲)

《新臺北護理期刊》 26卷1期 (2024/03) Pp. 32-43

https://doi.org/10.6540/NTJN.202403_26(1).0004

摘要

Background: The literature indicates the value and benefits of listening, empathy, and presence (LEP) skills as a powerful strategy in caring for patients enhancing the nursing professionals to communicate effectively. Purpose: The purpose of this study was to develop the reliability and validity of a self-perceived LEP skills scale among the associate degree nursing students. Methods: This was a cross-sectional study. The principal investigator and two faculty developed 15 items for a self-perceived LEP skills scale based on the literature and clinical and educational experience. The content validity was evaluated in two stages. The reliability and validity of the scale were evaluated through principal component factor analyses of the responses of 150 associate nursing students during the last school semester in one junior college. Data collection was conducted in the end of a nursing career management course for the purpose of evaluating the students' LEP skills before entering into the clinic work from September to December 2019. Results: The content validity of a self-perceived LEP skills scale with 15 items approached .87. The principal component factor analysis identified that 11-items' Cronbach's alpha was .97 and factor loadings were over .50 in the three factors of a self-perceived LEP skills scale accounting for 88.8% of total variance, indicating as a good construct validity of a self-perceived LEP skills scale. Conclusion: A reliability and validity of 11-items self-perceived LEP skills scale was developed for the associate nursing students in one junior college. It may be used in LEP skills training program for that group of nursing students. In the long term, they may become superior listeners and convey empathy with a sense of presence, thus demonstrating all three LEP skills and improving the quality of patient care.

關鍵字

listening ； empathy ； presence ； scales

並列摘要

前言：文獻指出傾聽、同理和陪伴（LEP）技能的價值和益處，可作為照顧患者的有效策略，及增強護理專業人員的有效溝通。目的：本研究目的是發展五專護生自我感知傾聽、同理、陪伴（LEP）技能量表的信效度。方法：本研究採橫斷式研究設計，由計畫主持人和兩名教師根據文獻、臨床和教育經驗，開發出一個自我感知15個題項的LEP技能量表，內容效度分兩個階段進行評估，該量表的信度和效度由主成分因子分析五專最後一個學期150名護生的評估答案，2019年9至12月於某專科的護理生涯課程中進行收案，目的是評估學生在進入臨床工作前的LEP技能。結果：十五個題項的自我感知LEP技能量表之內容效度接近0.87，主成分因子分析確定11題項的Cronbach's alpha為0.97，並在自我感知LEP技能量表的三個因子中，每個因子負荷量均超過0.50，可解釋總變異量達88.8%，表示此自我感知的LEP技能量表具備有良好的建構效度。結論：為專科護生開發了11項自我感知LEP技能信度和效度量表，可以用於該護生的LEP技能培訓計劃；從長遠目標來看，專科護生可能會成為出色的傾聽者，並透過陪伴傳達同理心，進而展示三種LEP技能，以提高患者的護理照護品質。

並列關鍵字

傾聽 ； 同理 ； 陪伴 ； 量表

參考文獻

Ay, F., Polat, S., & Kashimi, T. (2020). Relationship problem-solving skills and empathy skills of operating room nurses. Journal of Nursing Research, 28(2), e57-75. DOI：doi: 10.1097/jnr.0000000000000357

Chen, Y. M., Wang, W. F., & Chang, C. C. (2002). Empathy: A concept analysis. Tzu Chi Nursing Journal, 1(4), 7-12. DOI：10.6974/TCNJ.200212.0007

Cheng, J. F., Lai, Y. M., Livneh, H., & Tsai, T. Y. (2011). Establishing reliability and validity of the Chinese version of the Jefferson scale of empathy (healthcare providers version). Journal of Nursing, 58(2), 41-42. DOI：http://dx.doi.org /10.6224/ JN.58.2.41

Hsiao, Y. C., Chen, S. H., Lee, H. C., & Chiang, Y. C. (2014). Analysis of literature on applied spiritual concept in nursing case reports. Chang Gung Nursing, 25(1), 15-26. DOI：10.6386/CGN.201403_25(1).0002

Hsieh, M. H., & Wang, H. H. (2011). The concept and implications on presence of intersubjective nurse-patient relationship. Tzu Chi Nursing Journal,10(4), 58-63. DOI：10.6974/TCNJ.201108.0056