Development and Initial Psychometric Properties of the Integrated Care Competency Scale for Counselors

Autor/inn/en	Asempapa, Bridget; Asempapa, Reuben S.
Titel	Development and Initial Psychometric Properties of the Integrated Care Competency Scale for Counselors
Quelle	In: SAGE Open, 9 (2019) 3, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asempapa, Bridget)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244019870782
Schlagwörter	Test Construction; Content Validity; Test Reliability; Psychometrics; Counselors; Competence; Test Items; Factor Analysis; Counselor Evaluation; Graduate Students; Student Evaluation; Factor Structure; Item Analysis + Suchen Sie Ihr Suchwort? Testaufbau; Testreliabilität; Psychometry; Psychometrie; Counselor; Counsellor; Counsellors; Berater; Kompetenz; Test content; Testaufgabe; Faktorenanalyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulnote; Studentische Bewertung; Faktorenstruktur; Itemanalyse
Abstract	This study provides the development phases and initial psychometric evaluation of the Integrated Care Competency Scale (ICCS) with sample (n = 243). Specifically, quantitative methods with graduate counseling students were used in this study. The ICCS through a three-phase study process was honed to 65 items and broadly assesses graduate counseling students' perceived competencies in integrated care. Phase 1 reports on item generation and issues related to content validity, Phase 2 describes the results of a pilot study and preliminary psychometric properties, and Phase 3 discusses the exploratory factor analysis, and further psychometric properties conducted to assess the usefulness and reliability of the ICCS items. Results from the three-phase study process revealed satisfactory reliability, factor structure, and usefulness of the newly constructed ICCS in measuring integrated care competencies. Cronbach's alpha coefficient for the overall scale was .98. Discussion, limitation, and implications for future research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01