Background: Peer-Assisted Learning (PAL) is an effective pedagogical strategy in nursing education. Valid instruments are needed to assess students' experiences with PAL in the Italian context. Aim: To validate the Italian version of the Clinical Teaching Preference Questionnaire (CTPQ-IV) and examine its psychometric properties among nursing students. Methods: A prospective observational study was conducted. The CTPQ-IV was administered to 764 first-year nursing students in simulation laboratories. Data were analyzed using Exploratory Factor Analysis (EFA) with Oblique Oblimin rotation and Confirmatory Factor Analysis (CFA) to test the factor structure. Results: The majority of participants were female (79.7%) and aged 19–21 years (74.9%). Factor analysis of the 10-item questionnaire revealed a two-factor solution (Peer Supervision and Instructor Supervision), explaining 54.3% of the variance. Factor loadings exceeded ±0.30, and internal consistency was satisfactory. The CFA confirmed the factor structure, supporting the construct validity of the instrument. Conclusions: The Italian version of the CTPQ-IV demonstrated adequate validity and reliability. It represents a practical tool for evaluating PAL in nursing education and supports future educational research.
Rubbi, I., Biselli, B., Cremonini, V., Bagnis, A., Grisanti, E., Mattarozzi, K., et al. (2025). Validation of the Italian version of the clinical teaching preference questionnaire in peer-assisted nursing education. TEACHING AND LEARNING IN NURSING, in press, 1-7 [10.1016/j.teln.2025.09.004].
Validation of the Italian version of the clinical teaching preference questionnaire in peer-assisted nursing education
Rubbi, Ivan;Cremonini, Valeria;Bagnis, Arianna;Grisanti, Erica;Mattarozzi, Katia;Bastianini, Stefano;Spadola, Milena;Pasquinelli, Gianandrea
2025
Abstract
Background: Peer-Assisted Learning (PAL) is an effective pedagogical strategy in nursing education. Valid instruments are needed to assess students' experiences with PAL in the Italian context. Aim: To validate the Italian version of the Clinical Teaching Preference Questionnaire (CTPQ-IV) and examine its psychometric properties among nursing students. Methods: A prospective observational study was conducted. The CTPQ-IV was administered to 764 first-year nursing students in simulation laboratories. Data were analyzed using Exploratory Factor Analysis (EFA) with Oblique Oblimin rotation and Confirmatory Factor Analysis (CFA) to test the factor structure. Results: The majority of participants were female (79.7%) and aged 19–21 years (74.9%). Factor analysis of the 10-item questionnaire revealed a two-factor solution (Peer Supervision and Instructor Supervision), explaining 54.3% of the variance. Factor loadings exceeded ±0.30, and internal consistency was satisfactory. The CFA confirmed the factor structure, supporting the construct validity of the instrument. Conclusions: The Italian version of the CTPQ-IV demonstrated adequate validity and reliability. It represents a practical tool for evaluating PAL in nursing education and supports future educational research.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
