NUR 028 (Nursing Research 2-Lecture)

STUDENT ACTIVITY SHEET BS NURSING/THIRD YEAR

Session # 6

Materials:
LESSON TITLE: VALIDITY AND THE ASPECT OF SELF- Book, pen and notebook
EVIDENT MEASURES
Textbook:
LEARNING OUTCOME: Barrientos-Tan, C. (2011). A Research Guide in
Upon completion of this lesson, the nursing student will be able Nursing Education: Building an Evidence-Based
to: Practice. Pasay City: Philippines, Visprint Inc.

1. Compute for Item Content Validity Index (I-CVI)

and Scale Content Validity Index (S-CVI). References:
Polit, Denise F. & Beck, Cheryl T. (2012). Nursing
research: Generating and assessing evidence for
nursing research (9th ed.), Philadelphia, PA:
Wolters Kluwer Health/ Lippincott Williams &
Wilkins.

LESSON REVIEW (5 minutes)

The instructor will open a box of rolled papers with your assigned numbers. The students whose numbers will be picked
by the instructor will answer one of the following questions:
1. What are the methods of testing reliability and their examples?
2. What is the difference between a stable and unstable concept?
3. What is a cronbach’s alpha?

MAIN LESSON (30 minutes)

Validity is the degree by which the instrument measures what it intends to measure. Validity should proved that the
instrument will consistently measure the right variables to be investigated.
It also refers to an instrument’s ability to actually measure/test what it is supposed to measure/test.

METHODS OF ESTABLISHING VALIDITY OF MEASUREMENT TECHNIQUE

A. SELF-EVIDENT MEASURES
These methods of establishing validity deal with basic levels of knowledge about the variable and look at an
instrument’s apparent value as a measurement technique rather than at its actual value. In other words, the
instrument appears to measure what it is supposed to measure.

A1. Face Validity

Refers to whether the instrument looks as though it is measuring the appropriate construct
At the most basic level, when little or nothing is known about the variable being measured, the level of validity
obtainable is called face validity
“On the face of it. . .” . . . “I think I will find out what I want to know by asking these questions. It looks right to me.”
This is the lowest level of validation and is used only when you are beginning to study a particular variable and
have no prior research literature to refer to.
If there is literature on the variable, either theory or research → face validity is not sufficient

A2. Content Validity

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 Concerns the degree to which an instrument has an appropriate sample of items for the construct being
measured and adequately covers the construct domain

Involves comparing the content of the measurement technique to the known literature on the topic and validating
the fact that the tool does represent the literature accurately
Content validity is frequently estimated:
a) From the review of literature on the topic, or
b) Through consultation with experts in the field who have become experts by having done unpublished
research in the area

 Use of Judge Panels → Face Validity

You put together a group of people that you believe are knowledgeable about the content you are testing or
knowledgeable about the process of developing questions.
These people, called Panel of Experts or Subject Matter Experts (SMEs), are asked to judge whether or not, “on
the face of it,” your work appears to be sound, that it will do what you want it to do.
Students can use: classmates who are familiar about the topic; instructors, particularly those who are familiar
with or teaching the subject; thesis committee; clinical staff (if it is a clinical study), etc.
The point is to get opinions other than your own.

CONTENT VALIDITY INDEX (CVI)

Parameters:
1 = Not Relevant
2 = Somewhat Relevant
3 = Quite Relevant
4 = Highly Relevant

ITEM CONTENT VALIDITY INDEX = Number of experts giving a rating of 3 or 4

Number of experts
0.78 (acceptable) or higher

SCALE CONTENT VALIDITY INDEX (S-CVI = Take average across I-CVIs

S-CVI = .90 or higher

Ave

S-CVI = 4.5 / 5 = .90 (ACCEPTED)

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CHECK FOR UNDERSTANDING (15 minutes)
Seatwork. Students will be instructed to compute manually for the - ICVI and S-CVI.

¾ = .75

4/4 = 1

4/4 = 1

2/4 = .50

¾ = .75

1. 3/4 = .75
2. 2. 4/4 = 1
3. 3. 4/4 = 1
4. 4. 2/4 = .50
5. 5. 3/4 = .75

.75+1+1+.50+.75 = 4 4/5 = 0.80

S-CVI= 4/5 = .80 (NOT ACCEPTED)

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RATIONALIZATION ACTIVITY
The instructor will now rationalize the answers to the students and will encourage them to ask questions and to
discuss among their classmates.

S-CVI=4/ 5 =

LESSON WRAP-UP (10 minutes)

You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help you
track how much work you have accomplished and how much work there is left to do.

You are done with the session! Let’s track your progress.

AL Strategy: Numbered Heads Together

As part of the review of the lesson given, you will be grouped into 6. All of you will be assigned of a number so that
each team has number 1, 2, 3, 4, 5, & 6. The following question will be asked by the teacher:

What is the importance of content validity in research?

You have to discuss the answer in your respective group. After your group discussion, the instructor calls out
numbers. The students called by the instructor who are standing are the speaker for their team.

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