糖尿病健康素养量表的汉化和信效度评价

doi:10.3761/j.issn.1672-9234.2021.03.015

摘要/Abstract

摘要：

目的形成中文版糖尿病健康素养量表并进行信效度检验。方法采用Brislin翻译模式对糖尿病健康素养量表进行翻译、回译,通过专家咨询法和预调查对翻译后量表进行文化调试,形成中文版糖尿病健康素养量表。邀请6名专家对量表的内容效度进行评价。便利抽取广州市4所三级甲等综合医院的164例2型糖尿病患者,采用中文版糖尿病健康素养量表进行调查,用调查数据评价量表的结构效度和内部一致性。结果中文版糖尿病健康素养量表条目水平的内容效度指数为0.83~1.00,量表水平的内容效度指数为0.99。验证性因子分析结果显示, χ²/df为1.962,RMSEA为0.077,NFI为0.864,NNFI为0.909,IFI为0.928,CFI为0.927。各条目的因子载荷量为0.47~0.91,和原量表因子分析结构吻合。总量表的Cronbach’s α系数为0.868。结论中文版糖尿病健康素养量表具有良好的信度和效度,可用于评估我国糖尿病患者的健康素养水平,指导糖尿病健康教育的实施。

关键词: 糖尿病, 健康素养, 信度, 效度

Abstract:

Objective To translate the Health Literacy Scale（HLS）into Chinese,and assess the reliability and validity of Health Literacy Scale-Chinese（HLS-C）. Methods Brislin translation model was utilized to translate and back-translate the HLS,cross-cultural revision of the translated HLS was carried out through expert consulting and pilot survey. An expert panel（n=6） was used to evaluate the content validity of HLS-C. The construct validity and internal consistency were tested in 164 diabetes patients from four hospitals in Guangzhou. Results The item-level CVI of HLS-C was 0.83~1.00,the scale-level CVI was 0.99.The results of confirmatory factor analysis showed that the χ ²/df was 1.962,the root mean square error of approximation was 0.077,the normed fit index was 0.864,non-normed fit index was 0.909,incremental fit index was 0.928,and comparative fit index was 0.927. The factor loads of each item ranged from 0.47 to 0.91,which was consistent with the original scale. Cronbach’s α coefficient of the scale was 0.868. Conclusion HLS-C has been proved to be valid and reliable,which can be used to evaluate the health literacy of Chinese patients with diabetes,and guide the implementation of diabetes health education.

Key words: Diabetes Mellitus, Health Literacy, Reliability, Validity

赵晓燕,李彦儒,曾咏梅,程丽. 糖尿病健康素养量表的汉化和信效度评价[J]. 中华护理教育, 2021, 18(3): 266-269.

ZHAO Xiao-yan,LI Yan-ru,ZENG Yong-mei,CHENG Li. Evaluation of the reliability and validity of Health Literacy Scale-Chinese[J]. Chinese Journal of Nursing Education, 2021, 18(3): 266-269.

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