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Open Journal of Psychiatry & Allied Sciences
Year : 2019, Volume : 10, Issue : 2
First page : ( 146) Last page : ( 150)
Print ISSN : 2394-2053. Online ISSN : 2394-2061.
Article DOI : 10.5958/2394-2061.2019.00031.4

Content validity of a structured tool: knowledge questionnaire on behavioural problems

Barman Nabanita1,*, Khanikor Mridula Saikia2

1Lecturer, Regional College of Nursing, Guwahati, Assam, India

2Vice Chancellor, Indira Gandhi Technological and Medical Science University, Monipolyang Campus, Monipolyang, Ziro, Arunachal Pradesh, India

*Correspondence: Nabanita Barman, M. Sc. in Psychiatric Nursing, PhD Scholar (Srimanta Sankaradeva University of Health Sciences, Guwahati), Lecturer, Regional College of Nursing, Guwahati-781032, Assam, India. nitubarman@yahoo.in

Online published on 28 June, 2019.

Abstract

Background

Children can have different types of behavioural problems, i.e., inattention, restlessness, anxiety, sadness, fearfulness, lying, stealing, etc., which may lead to development of mental disorder if neglected at its early stage. The prevailing status of mental health problems among children requires early identification and management where school teachers can take an active role in a poor health resource country like India. Therefore, it is of utmost importance to assess the knowledge of school teachers on behavioural problems of children. Review of literature helps in constructing the tool for knowledge assessment which requires validity and reliability testing. This study aims at evaluating content validity of such a structured tool developed to assess the knowledge of school teachers on behavioural problems.

Method

The structured knowledge questionnaire consists of 30 items. It has four domains of behavioural problems, i.e. meaning, causes, characteristics, and management of behavioural problems. The questionnaire is given to 18 number of experts from the fields of psychiatry, psychiatric nursing, clinical psychology, counseling psychology, education, sociology, social and preventive medicine, and biostatistics for their valuable input and experts are requested to complete within one month.

Result

The content validity of the knowledge questionnaire is found to be excellent both at item level and scale level (I-CVI≥0.78 and S-CVI=0.99). This suggests that the structured knowledge questionnaire shows acceptable validity.

Conclusion

The testing of validity of a structured questionnaire is very important in social and health science research as it gives confidence to readers about the tool. In addition, it is also mandatory to check the reliability of the tool which can be done in the future for the present study.

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Keywords

Child, School Teachers, Research.

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