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Learning Objective 1: The learner will be able to learn how to develop and test the Vocational Maturity Inventory in nursing college students.
Learning Objective 2: The learner will be able to see the Vocational Maturity Inventory in nursing students is a valid and reliable contribution for assessing vocational maturity.
Methods: Nursing college students (N = 153) were recruited from two nursing colleges in the northern Taiwan. Exploratory factor analysis was applied to detect the domains of the Vocational Maturity Inventory.
Results: The validity structure of the inventory was examined and the results of KMO analysis and that of Barlett’s test were found as 0,873 and 2272.220 respectively. Both the test results were found significant at the level of importance p<.001. The final 26-item questionnaire consists of five factors explaining 63.92% of the total variance. The factors were labeled self perception, vocational cognition, vocational information collecting, vocational information using, and vocational orientation. Cronbach’s alpha was satisfactory for the total scale (.925), and also for the five subscales: self perception (.813), vocational cognition (.860), vocational information collecting (.830), vocational information using (.715), and vocational orientation (.899). The evaluation of test-retest of this inventory using Paired t-Tests showed no statistically significant differences between the two assessment moments.
Conclusion: The Vocational Maturity Inventory in nursing students is a valid and reliable contribution for assessing vocational maturity in nursing students. The present results thus provide preliminary evidence regarding the reliability and validity of Vocational Maturity Inventory for nursing students and educators in Taiwan.
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