Design and Validation of the Motivation for Technology Learning in Healthcare (MTLH) Instrument
By: Katherine Mary Williams
Published: 05/18/2016
Uploaded: 06/05/2018
Uploaded by: Pocket Masters
Pockets: Gottesman Libraries Archive, 2016 (May) Teachers College Columbia University Ed.D. Dissertations, Historical Dissertations
Tags: Healthcare

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Description/Abstract: The research reported herein presents the design and validation of an instrument to measure nurses motivation to engage with voluntary technology learning in healthcare organizations, the Motivation for Technology Learning in Healthcare (MTLH) instrument. Through an iterative design process, the purpose, population, constructs, and domain of the instrument were defined, and specific items to align with each aspect of the theoretical domain framework were crafted. These domain specifications and items were reviewed by experts and tested initially through a pilot study with clinical respondents (n=58) to determine salient aspects of motivation in this context. The resulting, modified 35-item instrument was distributed through online recruitment and direct email to nurses at a major academic medical center, generating 195 useable responses. These responses were analyzed to gather evidence of content and empirical validity. Through Exploratory Factor Analysis, a 28-item survey instrument was identified to generate five validated scale scores: Manager Influence, Patient Care, Organization and Recommended Education, Technology Learning, and Peer and Social Observations, which combined to explain 46.132% of variance in MTLH instrument responses. These scale scores demonstrated strong content validity through expert review and respondent feedback, and empirical validity, with Cronbachs alpha above .7 for each scale score, appropriate inter-factor correlations, and appropriate inter-item correlations for each scale. Hypothesized variance was observed on the scale scores when considering respondents' age and role, however, expected variance in scale scores based on gender and education was not confirmed. While the five scale scores of the MTLH instrument demonstrate significant validity, additional research with more varied respondent populations may be helpful to confirm the exploratory factor model as a parsimonious model of fit, and to determine the influence of respondents demographic characteristics on MTLH scale scores.