The recovery knowledge inventory for measurement of nursing student views on recovery-oriented mental health services

Happell, B, Byrne, L and Platania-Phung, C 2015, 'The recovery knowledge inventory for measurement of nursing student views on recovery-oriented mental health services', Issues in Mental Health Nursing, vol. 36, no. 10, pp. 799-808.


Document type: Journal Article
Collection: Journal Articles

Title The recovery knowledge inventory for measurement of nursing student views on recovery-oriented mental health services
Author(s) Happell, B
Byrne, L
Platania-Phung, C
Year 2015
Journal name Issues in Mental Health Nursing
Volume number 36
Issue number 10
Start page 799
End page 808
Total pages 10
Publisher Taylor and Francis
Abstract Recovery-oriented services are a goal for policy and practice in the Australian mental health service system. Evidence-based reform requires an instrument to measure knowledge of recovery concepts. The Recovery Knowledge Inventory (RKI) was designed for this purpose, however, its suitability and validity for student health professionals has not been evaluated. The purpose of the current article is to report the psychometric features of the RKI for measuring nursing students views on recovery. The RKI, a self-report measure, consists of four scales: (I) Roles and Responsibilities, (II) Non-Linearity of the Recovery Process, (III) Roles of Self-Definition and Peers, and (IV) Expectations Regarding Recovery. Confirmatory and exploratory factor analyses of the baseline data (n = 167) were applied to assess validity and reliability. Exploratory factor analyses generally replicated the item structure suggested by the three main scales, however more stringent analyses (confirmatory factor analysis) did not provide strong support for convergent validity. A refined RKI with 16 items had internal reliabilities of α =.75 for Roles and Responsibilities, α =.49 for Roles of Self-Definition and Peers, and α =.72, for Recovery as Non-Linear Process. If the RKI is to be applied to nursing student populations, the conceptual underpinning of the instrument needs to be reworked, and new items should be generated to evaluate and improve scale validity and reliability.
Subject Mental Health
DOI - identifier 10.3109/01612840.2015.1049310
Copyright notice © 2015 Taylor and Francis
ISSN 0161-2840
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