Validation of the Scale of confidence in practising as a professional occupational therapist (SCPPOT)
Validation de l’Échelle de confiance à exercer la profession d’ergothérapeute (ÉCEPE)
Creators: name: Delorme, Raphaël
name: Blanchette, Annabelle
name: Fortin, Daphnée
name: Yim, Élise
name: Constantin, Éric
name: Desrosiers, Johanne
Publisher: name: Communauté pour l’Avancement de la Recherche Appliquée Francophone en Ergothérapie (CARAFE)
Year: 2019
Subjects: Sentiment d'efficacité personnelle
Ergothérapie
Etudiant
Outil d'évaluation
Self-efficacy
Occupational therapy
Student
Evaluation

description: Introduction. Occupational therapy students’ confidence in their ability to perform occupational therapists’ various tasks, i.e. their self-efficacy in practising as a professional occupational therapist, affects their performance and professional development. Thus one of the desired outcomes of any occupational therapy training program is to increase students’ self-efficacy in practising as a professional occupational therapist, hence the interest in measuring it. Because there was no valid tool specifically measuring this concept, the Scale of confidence in practising as a professional occupational therapist (SCPPOT) was developed in 2014 but as yet no empirical validation studies have been done.
  Goals/objectives. To study test-retest reliability, internal consistency and construct validity of the SCPPOT.
  Method. Seventy-two students in the first year (n&nbsp;=&nbsp;33) and fourth year (n&nbsp;=&nbsp;39) of a French-language occupational therapy program in Quebec participated in the study. To examine test-retest reliability, students completed the SCPPOT at two different times. The internal consistency as well as three types of construct validity were studied: extreme groups, convergent and discriminant.
  Results. Test-retest reliability was excellent among first year students (ICC: 0.92) and very good among fourth year students (ICC: 0.77). Internal consistency for the tool was very high (a : 0,86). The difference between the scores for the two groups of students was statistically significant (p&nbsp;&lt;&nbsp;0.001) (extreme groups validity). Results obtained on the SCPPOT were correlated with those obtained using a tool measuring a similar concept (Student Confidence Questionnaire) (Rho&nbsp;=&nbsp;0.82 and Rho&nbsp;=&nbsp;0.66; p&nbsp;&lt;&nbsp;0.001) (convergent validity). No correlation was found between the SCPPOT and academic performance (Rho&nbsp;=&nbsp;0.04, p&nbsp;=&nbsp;0.83 and Rho&nbsp;=&nbsp;0.02, p&nbsp;=&nbsp;0.92) (discriminant validity).
  Conclusion. The SCPPOT produces stable results when assessing self-efficacy in practising as a professional occupational therapist and also differentiates between students at different stages in their occupational therapy training. Academic performance is not correlated with results obtained on the SCPPOT. This first empirical validation study suggests that the SCPPOT generates a reliable, valid assessment of occupational therapy students’ self-efficacy in practising as a professional occupational therapist. Thus, this new tool could be used to assess the impact of an occupational therapy training program on students’ self-efficacy.
description: Introduction. La confiance d’un étudiant en ergothérapie en ses propres capacités à accomplir les différentes activités d’un ergothérapeute, soit son sentiment d’efficacité personnelle (SEP) relativement à la profession d’ergothérapeute, influence son rendement et le développement de ses compétences. Ainsi, accroître le SEP concernant la profession d’ergothérapeute représente indéniablement un des effets désirés par tout programme de formation en ergothérapie, d’où l’intérêt de mesurer le SEP des étudiants. En l’absence d’un outil valide mesurant spécifiquement ce concept, l’Échelle de confiance à exercer la profession d’ergothérapeute (ECEPE) a été développée en 2014, mais n’avait encore fait l’objet d’aucune étude de validation empirique.
  Objectifs. Étudier la fidélité test-retest, la cohérence interne et la validité de construit&nbsp;de l’ECEPE.
  Méthode. Soixante-douze étudiants de 1re (n&nbsp;=&nbsp;33) et 4e (n&nbsp;=&nbsp;39)&nbsp;année d’un programme québécois d’ergothérapie ont participé à l’étude. Pour examiner la fidélité test-retest, chaque étudiant devait remplir l’ECEPE à deux moments. La cohérence interne ainsi que trois types de validité de construits ont été étudiés&nbsp;: groupes extrêmes, validité convergente et validité divergente.
  Résultats. La fidélité test-retest est excellente chez les étudiants de 1re année (CCI&nbsp;: 0,92) et de passable à très bonne pour ceux de 4e année (CCI&nbsp;: 0,77). La cohérence interne de l’outil s’est révélée très élevée (a : 0,86). Une différence statistiquement significative (p&nbsp;&lt;&nbsp;0,001) a été observée entre les résultats des deux groupes d’étudiants (validité de groupes extrêmes). Les résultats à l’ECEPE sont associés à ceux d’un outil mesurant un concept similaire (Student Confidence Questionnaire) (Rho&nbsp;=&nbsp;0,82 et Rho&nbsp;=&nbsp;0,66&nbsp;: p&nbsp;&lt;&nbsp;0,001) (validité convergente). Aucune relation n’a été trouvée entre les résultats de l’ECEPE et la moyenne scolaire (Rho&nbsp;=&nbsp;0,04, p&nbsp;=&nbsp;0,83 et Rho&nbsp;=&nbsp;0,02, p&nbsp;=&nbsp;0,92) (validité divergente).
  Conclusion. L’ECEPE permet de mesurer de façon stable dans le temps le SEP des étudiants relativement à l’exercice de la profession d’ergothérapeute et de différencier les étudiants selon leur niveau de formation en ergothérapie. Le rendement scolaire n’est pas associé aux résultats obtenus à l’ECEPE. Cette première étude de validation empirique permet de constater que l’ECEPE évalue de manière fidèle et valide le SEP relativement à l’exercice de la profession d’ergothérapeute chez des étudiants en ergothérapie. Ce nouvel outil pourrait être pertinent pour évaluer les effets d’un programme de formation en ergothérapie sur le sentiment d’efficacité personnelle des étudiants.
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  Validation of the Scale of confidence in practising as a professional occupational therapist (SCPPOT)
  Introduction. Occupational therapy students’ confidence in their ability to perform occupational therapists’ various tasks, i.e. their self-efficacy in practising as a professional occupational therapist, affects their performance and professional development. Thus one of the desired outcomes of any occupational therapy training program is to increase students’ self-efficacy in practising as a professional occupational therapist, hence the interest in measuring it. Because there was no valid tool specifically measuring this concept, the Scale of confidence in practising as a professional occupational therapist (SCPPOT) was developed in 2014 but as yet no empirical validation studies have been done.
  Goals/objectives. To study test-retest reliability, internal consistency and construct validity of the SCPPOT.
  Method. Seventy-two students in the first year (n&nbsp;=&nbsp;33) and fourth year (n&nbsp;=&nbsp;39) of a French-language occupational therapy program in Quebec participated in the study. To examine test-retest reliability, students completed the SCPPOT at two different times. The internal consistency as well as three types of construct validity were studied: extreme groups, convergent and discriminant.
  Results. Test-retest reliability was excellent among first year students (ICC: 0.92) and very good among fourth year students (ICC: 0.77). Internal consistency for the tool was very high (a : 0,86). The difference between the scores for the two groups of students was statistically significant (p&nbsp;&lt;&nbsp;0.001) (extreme groups validity). Results obtained on the SCPPOT were correlated with those obtained using a tool measuring a similar concept (Student Confidence Questionnaire) (Rho&nbsp;=&nbsp;0.82 and Rho&nbsp;=&nbsp;0.66; p&nbsp;&lt;&nbsp;0.001) (convergent validity). No correlation was found between the SCPPOT and academic performance (Rho&nbsp;=&nbsp;0.04, p&nbsp;=&nbsp;0.83 and Rho&nbsp;=&nbsp;0.02, p&nbsp;=&nbsp;0.92) (discriminant validity).
  Conclusion. The SCPPOT produces stable results when assessing self-efficacy in practising as a professional occupational therapist and also differentiates between students at different stages in their occupational therapy training. Academic performance is not correlated with results obtained on the SCPPOT. This first empirical validation study suggests that the SCPPOT generates a reliable, valid assessment of occupational therapy students’ self-efficacy in practising as a professional occupational therapist. Thus, this new tool could be used to assess the impact of an occupational therapy training program on students’ self-efficacy.
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