Leeds sleep evaluation questionnaire in Jordanian university students: A psychometric investigation using comparative confirmatory factor analysis

© 2020 Saudi Arabian Armed Forces Hospital. All rights reserved. Objectives: To analyze the fit of different competing factor models (a one-factor model, 3 2-factor models, and 2 4-factor models) of the Leeds sleep evaluation questionnaire (LSEQ) in the data from a Jordanian student population. Methods: A cross-sectional study was conducted on university students, with 2 sleep-related tools - the LSEQ and the sleep hygiene index (SHI). The students (n=166) at Jordan University of Science and Technology, Irbid, Jordan participated in this study from January-April, 2019. A total of 12 LSEQ models (6 models with all 10-items, and 6 models with one item deleted) were evaluated by using confirmatory factor analysis. The summary statistics of correlation coefficients, descriptive measures of item analysis, the model fit, and Cronbach’s alpha were determined. Results: The findings show that a 4-factor correlated solution was a plausible model for the LSEQ with 9-items, compared to a one-factor, 2-factor, and other 4-factor variant models. The deletion of one item from the original LSEQ improved the data fit significantly in the studied population. Moreover, correlation analysis between the LSEQ and SHI confirmed the divergent validity of the LSEQ. Conclusion: The results support the validity of a 4-factor structure of the LSEQ with 9-items with adequate internal consistency and divergent validity

Dental anxiety among dental, medical, and nursing students of two major universities in the central region of the Kingdom of Saudi Arabia: a cross-sectional study

Abstract Background Dental anxiety is one of the most common fears that can eventually lead to avoidance of dental care. Knowing how students will respond to dental treatment will aid in increasing their awareness of oral health and overcoming this fear. The present study measured the prevalence of dental anxiety among dental, medical, and nursing students in Riyadh city, Kingdom of Saudi Arabia. Methods A cross-sectional study including undergraduate dental, medical, and nursing students at King Saud University and Almajmaa University was conducted to assess dental anxiety using the Modified Dental Anxiety Scale. Descriptive statistics including means, standard deviations, and percentages were calculated. Group comparisons were analyzed using t-tests and analysis of variance. Multiple group comparisons were conducted using Tukey’s post-hoc test. P < 0.05 was considered as the significance level. Results Two hundred twenty-four participants completed the questionnaire. Medical students accounted for most of the responses (40.6%), followed by nursing (31.7%), and dental students (27.7%). There was no significant difference in dental anxiety with regard to gender. Dental students exhibited the least dental anxiety. A significant difference was found between students with good dental experiences compared with those who had bad dental experiences. Conclusion Dental students had the lowest level of anxiety and anxiety levels were affected by previous dental visits. Increasing awareness and knowledge about oral health, regular dental education, and incorporating dental knowledge into university curriculums can aid in eliminating the fear of dentistry among health sciences students

Perception of E-Resources on the Learning Process among Students in the College of Health Sciences in King Saud University, Saudi Arabia, during the (COVID-19) Outbreak

Aim: to assess the impact of e-learning through different e-resources among health sciences students. Methodology: A cross-sectional design was conducted among health science students (n = 211; 134 female and 77 male) at King Saud University, Saudi Arabia. The data was collected using a previously used structured questionnaire to assess the impact of e-resources on learning. Results: The four most frequently used e-resources were: Zoom (38%), YouTube (31%), Google applications (29%), and Blackboard (27%). More than one-third of the students (35%) reportedly used e-resources for three or more hours daily. The majority of the students (55.9%) recognized a gender-related and age-related difference among faculty members in terms of e-resources usage. The majority of the students (58.2%) believe that online resources recommended by faculty members were credible. The majority of students believed that their academic performance was primarily influenced by these features of the e-resources: organization/logic of the content (64.5%), the credibility of the video (64.5%), and up to date “look and feel” of the video (60.6%). The study identified the most frequently used e-resources, gender, and age-related differences in faculty members’ use of e-resources, students’ overwhelming reliance on faculty feedback regarding the credibility of e-resources, and three most important characteristics (organization, credibility, and updated status) of e-resources. Conclusion: e-learning resources had a significant impact on participating students’ education as they were used very frequently during their health sciences’ courses

The Mizan meta-memory and meta-concentration scale for students (MMSS): a test of its psychometric validity in a sample of university students

Abstract Background Predisposing factors for metacognitive dysfunctions are common in university students. However, there is currently no valid questionnaire instrument designed to assess metacognitive aspects including meta-memory and meta-concentration in students. To address this need, the present study investigated the psychometric validity of a brief questionnaire, the Mizan meta-memory and meta-concentration scale for students (MMSS) in university students. Materials and methods A cross-sectional study with simple random sampling was conducted among students (n = 383, age = 18–35, body mass index = 21.2 ± 3.4 kg/m2) of Mizan-Tepi University, Ethiopia. MMSS, a socio-demographics questionnaire, and the Epworth sleepiness scale (ESS) were employed. Results No ceiling/floor effect was seen for the MMSS global and its sub-scale scores. Confirmatory factor analysis showed that a 2-Factor model had excellent fit. Both, the comparative Fit Index (CFI) and goodness of fit index were above 0.95, while both the standardized root mean square residual and root mean square error of approximation (RMSEA) were less than 0.05, while χ2/df was less than 3 and PClose was 0.31. The 2-Factor MMSS model had adequate configural, metric, scalar, and strict invariances across gender groups as determined by a CFI > .95, RMSEA<.05, χ2/df < 3, non-significant Δχ2 and/or ΔCFI≤.01. Good internal consistency (Cronbach’s alpha = 0.84, 0.80 and McDonald’s Omega =0.84, 0.82) was found for both subscales of the MMSS. No correlations between the MMSS scores and ESS score favored its divergent validity. Conclusion The MMSS was found to have favorable psychometric validity for assessing meta-memory and meta-concentration among university students

[In Press] Saudi Arabian nurses' workaholic tendencies and their predictive role in professional quality of life

Purpose: To determine whether nurses’ workaholic tendencies and demographic variables predict their professional quality of life. Design: A cross‐sectional design was utilized among 427 Saudi nurses which conveniently selected in four tertiary public hospitals in Saudi Arabia. Findings: Nurses’ have higher workaholic tendencies level and moderate professional quality of life levels. Working more than 40 h per week correlates with one's risk of workaholism. Certain professional quality of life subscales is associated with gender, marital status, hospital experience, and work addiction tendencies. Practice Implications: The present study contributes to the development of new clinical practices by enlightening readers of the implications of workaholism for nurses’ professional quality of life, so that this can be addressed and managed properly

Psychometric Properties of the Athens Insomnia Scale in Occupational Computer Users

Background: Various studies have shown that insomnia is associated with computer use. The Athens Insomnia Scale (AIS) is an 8-item tool that has been widely used for screening insomnia. No studies have investigated the psychometric validity of AIS in occupational computer users. Objective: the current research aimed to test the psychometric properties of the AIS among occupational computer users. Materials and Methods: a sample of four hundred and twenty-four occupational computer users (age: 20&ndash;65 years and body mass index: 21.6 &plusmn; 3.5 kg/m2) completed an AIS and a socio-demographic questionnaire in this cross-sectional study. Results: a confirmatory factor analysis demonstrated that the three-factor model had an adequate fit (the goodness of fit index (0.95), incremental fit index (0.90) and &chi;2/df (2.61)). Evidence was found for configural, scalar and metric invariance of the 3-factor model across gender groups. A moderate level of internal consistency was implied by a Cronbach&rsquo;s alpha of 0.66. Conclusion: the findings of the present research support the validity of AIS for screening insomnia, as demonstrated by the scale&rsquo;s psychometric properties; its internal consistency, internal homogeneity, item discrimination, and factorial validity

BARRIERS IN PERFORMING PHYSICAL ASSESSMENT AMONG NURSING STUDENTS: AN INTEGRATIVE REVIEW

Objectives This study aimed to identify barriers in performing physical assessments among nursing students through integrative review study. Methods The literature were searched in Medline, CINAHL, ScienceDirect, Web of Science, ProQuest, and Taylor & Francis Online using the descriptors barrier, physical assessment, nursing student et al. Only English-language and peer-reviewed journal articles were included, and there were no year restrictions. Results Twelve articles were selected for review. Two aspects were extracted: the barriers included personal challenges, challenges related to nursing education, challenges related to clinical practice; establishing competency-based education learning as a method to reduce physical assessment barriers. Student competencies and experiences were influenced by various factors that collectively hindered their successful performance of physical assessments. Conclusions The review findings provide valuable insights into the complex issues involved in the performance of physical assessments and guidance for improvement in practice. A collaborative effort should be made to address the issues often faced by nursing students in performing routine physical assessments. Also, more constructive and competency-based teaching methods should be integrated into academic and clinical settings