Content validation of instruments: are the perspectives of Anglo reviewers different from those of Hispanic/Latino and American Indian reviewers?
This article reports on the content validation of eight quantitative instruments developed to evaluate the interventions and outcomes for a Nursing Workforce Diversity Grant. During the expert review phase of the content validation process, response patterns to certain instrument items differed, effectively separating the reviewers into two groups. The response patterns of the Hispanic/Latino and American Indian experts were aligned with one another. The responses of the Anglo reviewers were also aligned with one another but not with the responses of the other group, which evaluated as highly relevant instrument items that were organized around five themes: the Importance of a Personal Relationship with Students of Color; the Effect of Isolation from Home and Family; the Importance of Culture and Ethnicity in Personal Identity; the Need for Collaborative, Interactive Learning and a Curriculum of Inclusion; and the Presence of Prejudice, Discrimination, and Racism.
Evans
Bronwynne C
BC
Arizona State University, College of Nursing, Temple, AZ 85287-2602, USA. bronwynne.evans@asu.edu
D003431:Cross-Cultural Comparison; D018864:Cultural Diversity; D004508:Education, Nursing, Baccalaureate / Q000379:methods* / Q000458:organization & administration*; D006630:Hispanic or Latino; D006801:Humans; D007198:Indians, North American; D015588:Observer Variation; D015397:Program Evaluation / Q000379:methods*; D015203:Reproducibility of Results; D011795:Surveys and Questionnaires; D014481:United States; D044465:White People