การวิเคราะห์ความไม่แปรเปลี่ยนของโมเดลเชิงสาเหตุของทักษะการปฏิบัติงานทางการพยาบาลของนักศึกษาชั้นปีที่ 2 และชั้นปีที่ 4 ในวิทยาลัยพยาบาล สังกัดสถาบันพระบรมราชชนก / กันย์สินี วิเศษสิงห์ = An invariance analysis of nursing performance causal models of second and fourth year students in nursing colleges under Prabaromrajchanok Institution / Kunsine Wisedsing
The purposes of this research were (1) to develop and validate the nursing performance causal model of students in nursing colleges under prabaromrajchanok institution (2) to test the invariance of the nursing performance causal model of second and fourth year students in nursing colleges under prabaromrajchanok institution. The research sample consisted of 1,251 students in nursing colleges, which classify 636 second and 615 fourth year students by four- stage random sampling. The instrument were measured on five-point Likert scales and Rubric scoring. Data consisted of 4 latent variables: teacher factor, environmental factor, student factor, and nursing performance; with 20 observed variables. The data obtained were analyzed by descriptive statistic, pearson’s product moment correlation by SPSS, confirmatory factor analysis, the analyses of structural equation model and model invariance by LISREL program version 8.72. The major findings were as follow: 1) The nursing performance causal model of nursing students was valid and fit to the empirical data. The model indicated that the chi-square goodness of fit test was 67.103 df = 62 P= .307 GFI = .995 AGFI = .982 and RMR = .010. The model accounted for 16.1 % of variance in nursing performance. Student factor was more effective than teacher factor and environment factor. The factor loading of student factor was practical in learning process. 2) The nursing performance causal model of second and fourth year students in nursing colleges under prabaromrajchanok institution indicated invariance of model form. The model indicated that the chi-square goodness of fit test was 143.011 df = 121 P= .084 GFI = .982 and RMR = .010, but all parameters were variant among 2 models of study. The direct effect of student factor was more effective than teacher factor and environment factor. The factor loading of student factor in second and fourth year students were practical in learning process.
