Content Validation of an Instrument for the Assessment of School Teachers’ Levels of Knowledge of Diabetes through Expert Judgment
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Instrument
2.3. Procedure
2.4. Ethical Considerations
2.5. Statistical Analysis
3. Results
3.1. Content Validation through Expert Judgment
3.2. Measurement of Applicability: Pre-Test
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
True | False | I Don’t Know | ||
---|---|---|---|---|
1 | Diabetes is caused by having a sufficient amount of a hormone called insulin. | |||
2 | There are two main types of diabetes: type 1 (insulin-dependent) and type 2 (non-insulin-dependent). | |||
3 | Increases in blood insulin are caused by the intake of large amounts of food. | |||
4 | Pharmacological treatment is more important in controlling diabetes than diet and exercise. | |||
5 | Insulin is produced in the kidneys. | |||
6 | A person with diabetes is more likely to have children with diabetes. | |||
7 | In untreated diabetes, the level of blood glucose usually increases. | |||
8 | Diabetes can be cured. | |||
9 | A fasting blood glucose level of 210 (mg/dL) is very high. | |||
10 | The best way to control diabetes is through urine tests. | |||
11 | Regular exercise will increase the need for insulin or other diabetes medication. | |||
12 | Diabetes often causes poor blood circulation. | |||
13 | How food is prepared (fried, roasted, etc.) is as important as the food that is consumed. | |||
14 | Diabetes can cause damage to the kidneys. | |||
15 | A diet for people with diabetes consists mainly of special foods. | |||
16 | Eating too much sugar and other sweet foods is one of the causes of diabetes. | |||
17 | The common cause of diabetes is a lack of effective insulin in the body. | |||
18 | Diabetes is caused because the kidneys cannot filter the sugar from the blood. | |||
19 | Frequent urination and thirst are signs of low blood glucose. | |||
20 | Trembling and sweating are signs of low blood glucose. | |||
21 | Wounds and scratches heal more slowly in people with diabetes. | |||
22 | People with diabetes have to be extra careful when clipping their toenails. | |||
23 | An individual with diabetes should clean the wound first with povidone-iodine and then with alcohol. | |||
24 | Diabetes can cause a loss of sensation in the hands, fingers, and feet. | |||
25 | The main symptoms that children with diabetes may have are polydipsia, polyphagia, polyuria, and anorexia, among others. | |||
26 | In the case of hypoglycemia with loss of consciousness, juice, sweets, sugar, etc. should be administered. | |||
27 | Capillary blood glucose monitoring is done with a finger prick, on the fingertip if possible, which is the least pain-sensitive area of the finger. | |||
28 | The area and the injection site of the insulin must be changed weekly. | |||
29 | Cold insulin hurts less and is better absorbed. | |||
30 | The inclination of the needle on the skin when punctured should always be 90°. | |||
31 | Odd behavior and slurred speech are symptoms of hyperglycemia. |
References
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Judge | Field of Expertise/Academic Training | Years of Work Experience |
---|---|---|
1 | Language and Literature Didactics | 29 |
2 | Language and Literature Didactics | 35 |
3 | Health Sciences | 5 |
4 | Health Sciences | 33 |
5 | Health Sciences | 23 |
6 | Health Sciences | 21 |
7 | Health Sciences | 6 |
8 | Health Sciences | 7 |
9 | Research and Diagnosis Methods in Education | 21 |
10 | Research and Diagnosis Methods in Education | 18 |
11 | Personality, Evaluation, and Psychological Treatment | 34 |
12 | Personality, Evaluation, and Psychological Treatment | 30 |
13 | Didactics and School Organization | 14 |
14 | Nutrition and Food Science | 6 |
15 | Biochemistry and Molecular Biology II and Immunology | 10 |
Categories | Indicators |
---|---|
Sufficiency—The items within the same dimension suffice to measure this dimension | The items are sufficient to measure the dimension |
The items measure some aspects of the dimension, but do not represent the full dimension | |
A few items must be added in order to fully assess the dimension | |
The items are insufficient | |
Clarity—The item can be understood easily, i.e., syntax and semantics are appropriate | The item is unclear |
The wording of the item requires several modifications or a very large modification in terms of meaning or word order | |
Some of the terms in the item require very precise modifications | |
The item is clear, with appropriate semantics and syntax | |
Coherence—The item is logically related to the dimension or indicator it is measuring | The item bears no logical relationship to the dimension |
The item has a tangential relationship to the dimension | |
The item has a moderate relationship to the dimension it is measuring | |
The item is completely related to the dimension it is measuring | |
Relevance—The item is essential or important, i.e., it must be included | The removal of the item would not affect the measurement of the dimension |
The item is somewhat relevant, but another item may be covering what this item is measuring | |
The item is rather important | |
The item is very relevant and should be included |
Fleiss’ κ | Strength of Agreement |
---|---|
0 | Poor |
0.1–0.20 | Slight |
0.21–0.40 | Fair |
0.41–0.60 | Moderate |
0.61–0.80 | Substantial |
0.81–1.00 | Almost perfect |
Dimensions | Fleiss’ κ | Strength of Agreement (Landis & Koch, 1977) |
---|---|---|
General knowledge of the disease (D1) | 0.902 | Almost perfect |
Knowledge of symptoms (D2) | 0.898 | Almost perfect |
Knowledge of complications (D3) | 0.873 | Almost perfect |
Knowledge of diabetic patient care (D4) | 0.791 | Substantial |
Dimensions | Fleiss’ κ—Agreement by Pairs of Experts | ||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1–15 | 2–14 | 3–13 | 4–12 | 5–11 | 6–10 | 7–9 | 8–7 | 9–6 | 10–5 | 11–4 | 12–3 | 13–2 | 14–1 | 15–8 | |
D1 | 0.929 | 0.868 | 0.763 | 0.885 | 0.717 | 0.920 | 1 | 0.830 | 0.811 | 0.785 | 0.900 | 0.735 | 0.889 | 1 | 1 |
D2 | 1 | 0.984 | 0.711 | 0.700 | 0.732 | 0.833 | 0.931 | 0.846 | 0.744 | 0.714 | 0.706 | 0.708 | 0.949 | 1 | 1 |
D3 | 1 | 0.844 | 0.811 | 0.790 | 0.832 | 0.893 | 0.931 | 0.746 | 0.944 | 0.814 | 0.906 | 0.850 | 0.849 | 1 | 1 |
D4 | 0.812 | 0.784 | 0.811 | 0.732 | 0.712 | 0.633 | 0.753 | 0.646 | 0.674 | 0.814 | 0.656 | 0.718 | 0.749 | 1 | 0.892 |
Characteristics | Fleiss’ κ | p |
---|---|---|
Sufficiency | 0.982 | 0 |
Clarity | 0.792 | 0.024 |
Coherence | 0.812 | 0.016 |
Relevance | 0.903 | 0.001 |
Dimension | Item | Degree of Comprehensibility (%) | |
---|---|---|---|
Yes | No | ||
General knowledge of the disease (D1) | Insulin | 95.5 | 3.5 |
Types of diabetes | 97.3 | 2.7 | |
Relationship between food intake and insulin | 93.8 | 6.2 | |
Medication versus diet | 92.9 | 7.1 | |
Insulin production | 91.2 | 8.8 | |
Heredity and diabetes | 96.5 | 3.5 | |
Glycemia and treatment | 94.7 | 5.3 | |
Cure for diabetes | 93.8 | 5.2 | |
Blood sugar levels | 86.7 | 13.3 | |
Diabetes control | 96.5 | 3.5 | |
Physical activity and diabetes | 88.5 | 10.5 | |
Cause of diabetes: kidney filtering failure | 95.6 | 4.4 | |
Cause of diabetes: insulin | 96.5 | 3.5 | |
Cause of diabetes: intake of sugar and sweets | 94.7 | 5.3 | |
Knowledge of symptoms (D2) | Frequent urination and thirst | 93.8 | 6.2 |
Trembling and sweating | 93.8 | 6.2 | |
Hypoglycemia | 87.6 | 12.4 | |
Hyperglycemia | 85.0 | 15.0 | |
Diabetes in children | 85.0 | 15.0 | |
Knowledge of complications (D3) | Kidney damage | 96.5 | 3.5 |
Blood circulation | 97.3 | 2.7 | |
Loss of sensation in extremities | 94.7 | 5.3 | |
Wound healing | 93.8 | 6.2 | |
Cuts | 89.4 | 10.6 | |
Knowledge of diabetic patient care (D4) | Food preparation | 85.0 | 15.0 |
Special foods | 90.3 | 9.7 | |
Cleaning of wounds | 92.9 | 7.1 | |
Capillary blood glucose monitoring | 87.6 | 12.4 | |
Insulin injection site | 91.2 | 8.8 | |
Insulin temperature | 88.5 | 11.5 | |
Inclination of the needle | 87.6 | 12.4 |
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Luque-Vara, T.; Linares-Manrique, M.; Fernández-Gómez, E.; Martín-Salvador, A.; Sánchez-Ojeda, M.A.; Enrique-Mirón, C. Content Validation of an Instrument for the Assessment of School Teachers’ Levels of Knowledge of Diabetes through Expert Judgment. Int. J. Environ. Res. Public Health 2020, 17, 8605. https://doi.org/10.3390/ijerph17228605
Luque-Vara T, Linares-Manrique M, Fernández-Gómez E, Martín-Salvador A, Sánchez-Ojeda MA, Enrique-Mirón C. Content Validation of an Instrument for the Assessment of School Teachers’ Levels of Knowledge of Diabetes through Expert Judgment. International Journal of Environmental Research and Public Health. 2020; 17(22):8605. https://doi.org/10.3390/ijerph17228605
Chicago/Turabian StyleLuque-Vara, Trinidad, Marta Linares-Manrique, Elisabet Fernández-Gómez, Adelina Martín-Salvador, María Angustias Sánchez-Ojeda, and Carmen Enrique-Mirón. 2020. "Content Validation of an Instrument for the Assessment of School Teachers’ Levels of Knowledge of Diabetes through Expert Judgment" International Journal of Environmental Research and Public Health 17, no. 22: 8605. https://doi.org/10.3390/ijerph17228605