Student Self-Efficacy in Pediatrics: Evaluation and Modification of the Pediatric Communication and Handling Self-Efficacy Scale

Abstract

<p><b>Purpose:</b></p> <p>Our purpose was to examine the reliability and validity of the Pediatric Communication and Handling Self-Efficacy Scale (PCHSES) and develop a shorter, modified PCHSES.</p> <p><b>Methods:</b></p> <p>With 92 students, the reliability of the PCHSES was assessed by determining the internal consistency of each construct (Communication; Patient Handling). Construct validity, responsiveness, and convergent validity were assessed to determine the validity.</p> <p><b>Results:</b></p> <p>Internal consistency was high for the Communication and Patient Handling constructs. Construct validity analysis produced 2 factors that explained 93% of the variance and a modified PCHSES that explained 96% of the variance in students' PCHSES scores. There were significant changes with large effect sizes over time for the Communication and the Patient Handling constructs. There were no-to-small relationships between PCHSES scores and clinical performance ratings.</p> <p><b>Conclusions:</b></p> <p>The PCHSES and modified PCHSES are reliable and valid instruments to assess students' self-efficacy with the pediatric population. <i>What this adds to the evidence:</i> The PCHSES or modified PCHSES should be used to assess students' self-efficacy and facilitate education research.</p>