Patient education: Evaluation of the nursing attachment styles questionnaire to assess changes in learning across three timed measurements
Dale Hilty, Rosanna Bumgardner, Jody Gill-Rocha and Kathryn Ross
USA
: J Nurs Patient Care
Abstract
The purpose of this educational intervention was to determine if the Nursing Attachment Styles Questionnaire (NASQ) would assess changes in learning across three timed measurements. NASQ measures the secure, anxious, and avoidant constructs. In previous studies by Hilty and colleagues, exploratory principle axis factor analysis reported findings supporting the three NASQ constructs as common factors. The participants were senior level students in a Bachelor of Science Nursing (BSN) program enrolled in an Acute Nursing Care course. The purpose was to create a patient education intervention for senior level students in a BSN program based on faculty lectures, faculty laboratory demonstration, and student demonstration of skill in a simulation laboratory. Timed Measurements: 1st Assessment: Pre-test Intervention 1: Faculty lectures, faculty laboratory demonstration, assignment of small group research paper and communication script. 2nd Assessment: Intervention 2: Students assumed the role of a Registered Nurse in a simulation including the patient and family members. Faculty members spoke via a microphone as the voice for patient. 3rd Assessment: A significant result (F(2,34) = 7.738, p=.001) was found on the NASQ-Anxious common factor. The data in the Pair-Wise Comparison tables revealed significant differences between Time 1 and Time 2 (p=.006), and Time 1 and Time 3 (p=.003). The means scores decreased during the three timed assessments. Coefficient alpha reliability estimates for NASQ-Secure and Time 1 was .845, for Time 2 was .960, and for Time 3 was .953. Reliability estimates for NASQ-Anxious and Time 1 was .904, for Time 2 was .929, for Time 1 was .950. Reliability estimates for NASQ-Avoidant and Time 1 was .927, for Time 2 was .946, and for Time 3 was .957. Using SPSS 25 regression analysis, the ANOVA table reported a significant effect (F =20.773, p=.001). The overall regression was significant (r = .697, r-squared = .486). Competitive Greatness was the dependent variable, and the NASQ common factors were the predictor variables.
Biography
Dale M. Hilty, Associate Professor at the Mt. Carmel College of Nursing. He received his PhD in counseling psychology from the Department of Psychology at The Ohio State University. He has published studies in the areas of psychology, sociology, and religion. Between April 2017 and June 2018, his ten research teams published approximately100 posters at local, state, regional, national, and international nursing conferences.
E-mail: dhilty@mccn.edu
