ScholarGate

Gundua

Maktaba Maktaba yangu Dawati Kabla ya Ndege Review Studio Msaidizi

Eneo la kazi

Jenga maktaba yako

Hifadhi mbinu, panga mikusanyo na uzipeleke kwenye dawati lako.

Tengeneza akaunti

Maktaba

/ Vinjari

Maktaba

Chunguza sayansi kwa mbinu, uwanja na ushahidi.

Katalogi moja ya mbinu za utafiti — jifunze jinsi kila moja inavyofanya kazi, wakati wa kuitumia, na kile isichoweza kufanya.

6,349 mbinu11 nyanja7 familia za mbinu40 lugha

Atlasi ya sayansiChora ramani ya muundo wa sayansi kabla ya kuitumia.Nyanja · mbinu · njia za ushahidiChunguza ramani

UwanjaHealth & Medicine716 Psychology570 Business & Finance410 Engineering330 Life Sciences263 Education261 Research Practice

Maktaba ya marejeleo inayotanguliza maudhui kwa mbinu za utafiti — kila moja ni nini, inavyofanya kazi, na inakotoka.

Data huria (CC-BY)

Gundua

Maktaba
Tafuta mbinu…
Vinjari kwa nyanja
Nyanja
Safari
Linganisha
Mbinu ipi?

Marejeo

Taaluma
Atlas
Kamusi ya istilahi
Mbinu
Falsafa

Eneo la kazi

Maktaba yangu
Dawati
Gumzo

Kampuni

Kuhusu
Bei
Wasiliana nasi
Pendekeza mbinu

Maingizo yamekusanywa kutoka vyanzo vilivyochapishwa kwa madhumuni ya marejeo. Kuthibitisha usahihi na ufaafu wa taarifa yoyote kwa matumizi yako mwenyewe kunabaki kuwa jukumu lako.

© 2026 ScholarGate · Maktaba ya marejeleo ya mbinu za utafiti

Faragha
Vidakuzi
Masharti
Futa akaunti

248

Natural Sciences236

Social Sciences185

Environment & Sustainability160

MbinuTakwimu1,836 AI na ujifunzaji wa mashine1,661 Sayansi za Maamuzi932 Mbinu za Utafiti1,354 Upimaji1,745 Visababishi na Ushahidi532 Utendaji wa Utafiti118

15 Mbinu katika Education · Visababishi na UshahidiFuta

Mbinu zilizo kwenye makutano ya vichujio vyako viwili.

PangaUmaarufu A–Z Z–A Mpya zaidi

health education

CLES+T

The CLES+T is a 34-item self-report questionnaire measuring nursing students' perceptions of their clinical learning environment and the quality of supervision received from their clinical preceptor or teacher. Originally developed by Saarikoski and colleagues in 2007 and expanded in 2008 to include a specific teacher

health education

CTQS

The CTQS is a self-report questionnaire measuring students' perceptions of their clinical educator's (preceptor, clinical instructor, or mentor) teaching quality and effectiveness. Developed by Ohrling, Hallberg, and Gaberson in the early 2000s, the CTQS evaluates dimensions of clinical teaching including role modeling

health education

DASH

The DASH is a 20-item observer-rated instrument measuring the quality of debriefing—the structured, facilitated reflection following a healthcare simulation activity. Developed by Rudolph, Simon, and Raemer in 2006 at Massachusetts General Hospital, the DASH evaluates the debriefing facilitator's ability to create a ps

GRM

The Graded Response Model is an item response theory model developed by Fumiko Samejima in 1969 for ordered polytomous items such as Likert-type scales. It estimates both the discriminating power of each item and a set of threshold parameters marking the boundaries between adjacent response categories, while simultaneo

health education

IPCS

The IPCS is a self-report questionnaire measuring healthcare professionals' and students' attitudes, beliefs, and behaviors regarding interprofessional collaboration and teamwork. Developed through research by Hind and colleagues in 2003 and refined in subsequent interprofessional education studies, the IPCS evaluates

health education

NCCS

The NCCS is a multidimensional self-assessment and clinician-rated instrument measuring nursing students' perceived and observed clinical competence across technical, interpersonal, and cognitive domains. Developed by Walt and van der Walt in 2009, the scale evaluates students' mastery of fundamental nursing skills, cr

Ordinal Content Validity

Ordinal content validity replaces the traditional binary (yes/no) expert relevance judgment with a graded, Likert-type rating scale, allowing richer expert opinion to be captured when evaluating whether scale items adequately represent the intended construct domain.

Ordinal IRT

Ordinal item response theory (ordinal IRT) comprises a family of probabilistic models — most notably the Graded Response Model and the Partial Credit Model — that relate a respondent's standing on a latent trait to the probability of choosing each ordered response category on a polytomous item. It extends classical IRT

health education

PIS

The PIS is a self-report questionnaire measuring healthcare students' sense of professional identity, belonging, and commitment to their chosen discipline. Developed by Adams and colleagues in 2006, the PIS assesses the degree to which students have internalized professional roles, values, behaviors, and career commitm

Polytomous DIF

Polytomous differential item functioning detects whether a test or survey item with more than two ordered response categories (e.g., Likert-type scales, partial-credit items) functions differently across groups such as gender, ethnicity, or language background, after controlling for the latent trait being measured. It

Polytomous item analysis

Polytomous item analysis examines the psychometric behavior of items that have more than two ordered response categories — such as Likert-type scales or partial-credit tasks. It evaluates each item's difficulty thresholds, discriminating power, and category functioning to determine whether the full response scale is be

health education

PSCS

The PSCS is a self-report instrument measuring healthcare students' and professionals' self-perceived competence in patient safety practices, safety awareness, and safety culture engagement. Developed by Lachman and informed by James Reason's theoretical framework of human error and systems thinking, the PSCS evaluates

health education

RIPLS

The RIPLS is a 19-item self-report questionnaire designed to measure healthcare students' attitudes and readiness toward interprofessional learning and collaboration. Developed by Parsell and Bligh in 1999, it assesses three core dimensions of interprofessional readiness: teamwork and collaboration, professional identi

health education

RPQ

The RPQ is a self-report instrument measuring the degree to which healthcare students and professionals engage in reflective practice—the deliberate examination of their clinical experiences, decisions, and actions to extract learning and improve future practice. Developed by Sobral and refined by Saarikoski and collea

health education

SCPS

The SCPS is a self-report questionnaire measuring students' overall satisfaction with their clinical placement experience, including satisfaction with the learning environment, educator support, clinical opportunities, and facility resources. Originally developed by Papastavrou and colleagues in Cyprus (2007–2010), the