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PurposeScholars and practitioners within industrial maintenance management are focused on understanding antecedents, correlates and consequences of the concept of “Smart Maintenance,” which consists of the four dimensions, namely, data-driven decision-making, human capital resource, internal integration and external integration. In order to facilitate this understanding, valid and reliable empirical measures need to be developed. Therefore, this paper aims to develop a psychometric instrument that measures the four dimensions of Smart Maintenance.Design/methodology/approachThe results from two sequential empirical studies are presented, which include generating items to represent the constructs, assessment of content validity, as well as an empirical pilot test. With input from 50 industrial experts, a pool of 80 items that represent the constructs are generated. Thereafter, using data from 42 industrial and academic raters, the content validity of all items is assessed quantitatively. Finally, using data from 59 manufacturing plants, the dimensionality and factor structure of the instrument are tested.FindingsThe authors demonstrate content validity and provide evidence of good model fit and psychometric properties for one-factor models with 8–11 items for each of the four constructs, as well as a combined 24-item four-factor model.Originality/valueThe authors provide recommendations for scholarly use of the instrument in further theory-testing research, as well as its practical use to assess, benchmark and longitudinally evaluate Smart Maintenance within the manufacturing industry.

A Gestão do Conhecimento é uma temática de interesse crescente por parte de pesquisadores. Como um meio para abordar a realidade dessa temática são propostos instrumentos para avaliação, mas esses instrumentos demandam de validação de conteúdo para conferir qualidade aos mesmos. Neste sentido, esta pesquisa tem por objetivo promover a tradução e a validação de conteúdo do instrumento de avaliação da Gestão do Conhecimento holística de Corrêa e outros, de 2021, de modo a conferir qualidade a versão traduzida do português para o inglês. Os procedimentos metodológicos consistem na tradução das afirmativas do instrumento por um pesquisador doutor, fluente em ambas as línguas e especialista na temática, com suporte das ferramentas Google Translate e Grammarly. Por conseguinte, a tradução foi avaliada por três doutores e especialistas em Gestão do Conhecimento, proficientes em ambas as línguas, e validada por meio do método de Coeficiente de Validade de Conteúdo, considerando os aspectos de clareza, coerência e tradução. Os resultados revelaram que os scores 0,98, 0,97 e 0,97 para os respectivos aspectos atestam a qualidade da versão traduzida. Assim, espera-se que o instrumento traduzido possa ser útil para uso de pesquisadores que demandem dessa versão.

Probability and statistics help us make well-informed decisions in context of risk and uncertainty. These contexts, which are inherent to daily life, range from games of chance to 21st century current events. However, in the field of mathematics education, research focused specifically on how young people make decisions is nascent. Through an exploratory and descriptive design in six stages, we present the formulation and content validation process of forced-response questionnaire that aims to explore how students in secondary education make decisions in contexts of risk and uncertainty, considering six everyday situations. The process of validation included the participation of six experts in this area, who assessed the content of the instrument in question. The results of the content validity coefficient show an adequate level of agreement among the expert judges, allowing for a validated instrument whose use in the secondary school classroom can contribute to the recognition and characterization of patterns of reasoning for decision-making.

Background Disease-specific patient-reported outcome measures (PROMs) are fundamental to understanding the impact on, and expectations of, patients with genetic disorders, and can facilitate constructive and educated conversations about treatments and outcomes. However, generic PROMs may fail to capture disease-specific concerns. Here we report the development and validation of a Gaucher disease (GD)-specific PROM for patients with type 1 Gaucher disease (GD1) a lysosomal storage disorder characterized by hepatosplenomegaly, thrombocytopenia, anemia, bruising, bone disease, and fatigue. Results and discussion The questionnaire was initially developed with input from 85 patients or parents of patients with GD1 or GD3 in Israel. Owing to few participating patients with GD3, content validity was assessed for patients with GD1 only. Content validity of the revised questionnaire was assessed in 33 patients in the US, France, and Israel according to US Food and Drug Administration standards, with input from a panel of six GD experts and one patient advocate representative. Concept elicitation interviews explored patient experience of symptoms and treatments, and a cognitive debriefing exercise explored patients’ understanding and relevance of instructions, items, response scales, and recall period. Two versions of the questionnaire were subsequently developed: a 24-item version for routine monitoring in clinical practice (rmGD1-PROM), and a 17-item version for use in clinical trials (ctGD1-PROM). Psychometric validation of the ctGD1-PROM was assessed in 46 adult patients with GD1 and re-administered two weeks later to examine test–retest reliability. Findings from the psychometric validation study revealed excellent internal consistency and strong evidence of convergent validity of the ctGD1-PROM based on correlations with the 36-item Short Form Health Survey. Most items were found to show moderate, good, or excellent test–retest reliability. Conclusions Development of the ctGD1-PROM represents an important step forward for researchers measuring the impact of GD and its respective treatment.

Introduction Adopting a learning health system (LHS) approach holds promise for bridging knowledge between policymakers, health professionals, managers, researchers, and patients and their families to collaboratively improve health care. Organizational readiness assessments exist in the quality improvement literature, but may not consider LHS components. This study aimed to establish the content validity of a new LHS readiness questionnaire. Methods A three-round Delphi study was conducted to establish consensus on the importance, relevance, clarity, and comprehensiveness of the domains and items included in this questionnaire. Purposive sampling was used to recruit participants with expertise in LHS who are involved in healthcare organizations across Canada and internationally ( n  = 41). A minimum of 70% agreement represented consensus. A steering committee reviewed findings and refined items for clarity. Modified items were re-tested in subsequent rounds. Results In Round 1, 85 items were tested, of which 41 achieved consensus, 7 were removed, 21 underwent major modification, 16 were clarified and retested, and 11 new items were proposed. Round 2 tested 36 items (25 revised, 11 new). 18 items achieved consensus, 8 were removed, and 10 were modified. In Round 3, 10 items were tested, 5 achieved consensus, 1 was removed, and 4 were clarified and included post-expert panel discussion. Overall, 41 items were retained in their original form, 20 were modified, and 7 new items were added. The final measure includes 68 items reflected by four domains: (1) performance to data ( n  = 13 items), (2) data to knowledge ( n  = 13 items), (3) knowledge to performance ( n  = 22 items), and (4) LHS core values ( n  = 20 items). Conclusion The proposed new measure can help establish organizational readiness for change. Future research should seek to test the psychometric properties of this tool and explore potential barriers to its adoption amongst interested parties.

Background Patient-reported experience measures aim to capture the patient’s perspective of what happened during a care encounter and how it happened. However, due to a lack of guidance to support patient-reported experience measure development and reporting, the content validity of many instruments is unclear and ambiguous. Thus, the aim of this study was to establish the content validity of a newly developed Emergency Department Patient-Reported Experience Measure (ED PREM). Methods ED PREM items were developed based on the findings of a systematic mixed studies review, and qualitative interviews with Emergency Department patients that occurred during September and October, 2020. Individuals who participated in the qualitative interviews were approached again during August 2021 to participate in the ED PREM content validation study. The preliminary ED PREM comprised 37 items. A two-round modified, online Delphi study was undertaken where patient participants were asked to rate the clarity, relevance, and importance of ED PREM items on a 4-point content validity index scale. Each round lasted for two-weeks, with 1 week in between for analysis. Consensus was a priori defined as item-level content validity index scores of ≥0.80. A scale-level content validity index score was also calculated. Results Fifteen patients participated in both rounds of the online Delphi study. At the completion of the study, two items were dropped and 13 were revised, resulting in a 35-item ED PREM. The scale-level content validity index score for the final 35-item instrument was 0.95. Conclusions The newly developed ED PREM demonstrates good content validity and aligns strongly with the concept of Emergency Department patient experience as described in the literature. The ED PREM will next be administered in a larger study to establish its’ construct validity and reliability. There is an imperative for clear guidance on PREM content validation methodologies. Thus, this study may inform the efforts of other researchers undertaking PREM content validation.

Adolescents living with HIV face significant challenges, including poor treatment adherence and increased morbidity. To address their unique self-management needs, this study developed and validated a self-management intervention for adolescents living with HIV in Namibia. A mixed-methods approach was employed at five Antiretroviral Clinics in northeastern Namibia. The intervention prototype was collaboratively developed with seven adolescents, two nurse practitioners, and one doctor, underpinned by Social Cognitive Theory. Content validation was conducted through focus group discussions with ten local stakeholders, who used a four-point Likert scale to evaluate the relevance of the session content. Both quantitative and qualitative data were analyzed to refine the intervention. Stakeholders rated the initial session content as highly relevant (62.5% average score on the Likert scale). The validation process led to collaborative changes, including a greater focus on coping strategies for managing stigma and anxiety. Participants also recommended adding practical skills such as medication adherence techniques, goal setting, and communication strategies. The final product is a six-session intervention designed to empower adolescents through skill-building and peer support. This study demonstrates that a structured collaborative framework is effective for developing and validating interventions tailored for adolescents living with HIV. Further testing is needed to assess the intervention’s effectiveness in real-world settings.

Purpose The purpose of this study was to conduct cognitive debriefing (CD) interviews with adults diagnosed with chronic hypoparathyroidism (HP) to assess the content validity of the SF-36v2® Health Survey Acute (SF-36v2) measure in this population. Methods CD interviews were conducted with adults with HP in the United States (US). Interviews were conducted by a trained moderator using a semi-structured interview guide, employing a think-aloud method in conjunction with verbal probing. Participants were asked whether each item was understandable, relevant, important, and sensitive to change in relation to HP. Additionally, comprehension of instructions, response options, and the appropriateness of a 1-week recall period was assessed. Results Sixteen adults with HP participated in individual CD telephone interviews. All items in the SF-36v2 were reported to be understood, relevant, important, and sensitive to change by at least half, and in most cases, by a strong majority of study participants. Most of the study sample confirmed comprehension of the instructions and the entire sample understood all response options. Conclusion The study findings show that the items in the SF-36v2® are applicable to adults with HP. The overall high levels of endorsement of items provide strong evidence of the measure’s content validity for this population. The SF-36v2 is therefore recommended for usage in clinical trials examining adults with HP, although it is recommended that this generic measure be supplemented with disease-specific instruments such as the recently developed Hypoparathyroidism Patient Experience Scale—Symptom (HPES-Symptom) and Hypoparathyroidism Patient Experience Scale—Impact (HPES-Impact) measures.

Questions have been raised about whether items of alexithymia scales assess the construct alexithymia and its key features, and no other related constructs. This study assessed the (discriminant) content validity of the most widely used alexithymia scale, i.e., the Toronto Alexithymia Scale (TAS-20). Participants ( = 81) rated to what extent TAS-20 items and items of related constructs were relevant for assessing the constructs 'alexithymia', 'difficulty identifying feelings', 'difficulty describing feelings', 'externally-oriented thinking', 'limited imaginal capacity', 'anxiety', 'depression', and 'health anxiety'. Results revealed that, overall, the TAS-20 did only partly measure 'alexithymia'. Only the subscales 'difficulty identifying feelings' and 'difficulty describing feelings' represented 'alexithymia' and their intended construct, although some content overlap between these subscales was found. In addition, some items assessed (health) anxiety equally well or even better. Revision of the TAS-20 is recommended to adequately assess all key features of alexithymia. Findings with the TAS-20 need to be interpreted with caution in people suffering from medical conditions.

BackgroundPharmacists need knowledge and confidence to support people living with mental illness. Evidence-based educational materials for pharmacy students to provide psychosis care is limited.AimTo co-design, content validate and pilot-test, with mental health stakeholders, simulated patient scenarios to educate and assess students in providing psychosis care.MethodMental health consumers were invited to co-design three simulated patient scenarios (first-episode psychosis, carer of someone living with schizophrenia, non-adherence to antipsychotics), guided by published and psychometrically-tested materials. A panel of mental health stakeholders participated in two rounds of content validation (RAND/UCLA appropriateness model). Round 1 involved individual survey completion to calculate item content validity index (I-CVI) for relevance/clarity, content validity ratio for essentiality and overall scale content validity index (S-CVI/Ave and S-CVI/UA) scores for each scenario. Scores analyses and feedback comments informed revisions. Round 2 involved a panel meeting to discuss revisions and finalise content. The scenarios were then pilot-tested with pharmacy students.ResultsTwo consumers participated in co-design, nine stakeholders in content validation. All items showed excellent content validity for relevance/clarity. Eleven items were revised for essentiality, discussed, then re-rated at the panel meeting for consensus. The scenarios were pilot-tested with pharmacy students (n = 15) and reported to be realistic and relevant to future practice, contributing to students’ confidence in supporting people experiencing mental health symptoms or crises.ConclusionPartnering with mental health stakeholders has enabled co-design of authentic, content valid educational materials for pharmacy students to provide psychosis care, in preparation for future provision of mental health support.