Evaluation of the requirements for self-oriented learning in nursing education: Instrument validation and exploratory cross-sectional study

Background: Self -oriented learning is crucial in nursing education, necessitating continuous evaluation of its requirements. Aim: This study aimed to assess the content validity, construct validity, and reliability of the Assessment of Requirements for Self -Orientation in Nursing Education (ARSONE) scale and to explore the extent of self -oriented learning requirements. Methods: An exploratory cross-sectional study was conducted, collecting data from seven Austrian universities. Content validity was examined by using content validity indexes. Principal axis factor analysis with Promax rotation evaluated the scale 's construct validity. Internal consistency reliability was evaluated with Cronbach 's Alpha and Spearman-Brown 's coef ficients. Subroups were explored by using Kruskal-Wallis tests. Results: The final five -factor structure of the scale includes 19 items, encompassing structural -didactic facilitation of learning, communicative learning companionship, personal knowledge construction, cooperative knowledge construction, and personal predispositions. Personal predispositions had the lowest extent, while cooperative knowledge construction had the highest. Requirements slightly increased from the first to the second year but decreased from the second to the third study year. Conclusion: The ARSONE scale is a valid instrument for self -assessment of self -oriented learning requirements in nursing education. The findings highlight the need for ongoing development of self -oriented learning requirements within nursing programs. Additional psychometric evaluation of the ARSONE scale is recommended. (c) 2023 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved.