Psychometric evaluation of the role strain scale : The Persian version

Abstract EN

Background : Nursing teachers have difficulties fulfilling multiple roles expectations and balancing the various dimensions of their roles that may lead to role strain.

In order to lack of culturally and academically proper scale in Iran to measure role strain in nursing teachers, localizing a foreign scale in this field is necessary.

Objectives : The objective of this study was psychometric evaluation of the Role Strain Scale (RSS) and confirming its structural model in an Iranian population.

Materials and Methods : The present cross- sectional study was conducted in 2012, comprising 302 nursing teachers from around the country who were selected using stratified- cluster sampling.

Psychometric evaluation process of the RSS was carried out by Face, content and constructs validity (confirmatory and exploratory factor analysis).

Reliability was examined using test-retest and Cronbach’s alpha for internal consistency reliability.

Results : In the primary results, in spite of being approved by face and content validity, in Construct validity, fitness indices of original Role Strain Scale showed no satisfactory findings in Iranian data.

Therefore, some items from the structural model of original version were extracted by exploratory factor analysis and a five–factor model with 33 items was obtained.

These factors were role conflict, role ambiguity, role overload, role incompetence, and role incongruity.

New model as Persian version of RSS was confirmed by calculating fitness indices such as GFI = 0.93, AGFI = 0.94, NFI = 0.91, RMSEA = 0.093.

Internal consistency reliability for the total scale and subscales were respectively 0.92, and 0.71-0.84.

Results from Pearson correlation test indicate a high degree of test-retest reliability (r = 0.

89).

ICC was also 0.91.

Conclusions : This reliable and valid scale is academically appropriate for nursing teachers to measure role strain and helps detect and predict a multiplicity of role problems and consequently make educational managers aware of nursing teachers’ difficulties while facing with multiple roles and possible future challenges.