Browsing University of Bradford eTheses by Subject "Validation"
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Ensuring the Context Validity of English Reading Tests for Academic Purposes (EAP) in OmanStudents entering academic programmes are frequently overwhelmed by the demand for extensive reading and comprehension of information derived from multiple and contrasting sources. This entails both careful and expeditious reading. The latter has been generally neglected in research and has not been the focus of many tests. Both types of reading were investigated in this study through a validation process of the summative English reading test for academic purposes taken at the end of the Foundation Programme in Oman. In particular, context validity was established through focusing on the interaction between the linguistic demands and task setting parameters and also the cognitive processes through which the students engaged with the test tasks. To establish the context validity of the test, this study adopted Khalifa and Weir’s (2009) model which not only embraced the complex and multi-componential nature of reading but also provided a workable validation framework. A multi-strategy approach was adopted. A natural experiment utilising Verbal Protocol Analysis captured the cognitive processes through which students engaged in reading. Automated analysis software and opinions of expert judges were used to compare test passages with text extracts drawn from first year academic courses. Correlation tests and factor analysis revealed these cognitive processes and established the robustness of the Khalifa and Weir (2009) model, which was thus validated in a second language context. Passages in the foundation tests were found to be generally representative of academic texts although certain features such as abstractness were under-represented.
Identifying organizational learning dimensions that promote patient safety culture: A study of hospital pharmacies in KuwaitThe need for a positive safety culture in healthcare is essential. It not only advances the prevention and reduction of possible medical errors and threats to patient safety, but also enhances the overall quality of healthcare services provided, especially in respect of medication safety. While the evolution and surge in hospital pharmacies has bolstered treatment possibilities, the risk of harm to patients has also increased as errors in the provision of medication by pharmacists create a threat to patient safety. The increasing need to deploy a protective measure to enhance patient safety culture in the healthcare is imperative suggesting the necessity for the inclusion of new knowledge through the process of organizational learning. Safety culture and organizational learning are complex constructs which may be measured, to some extent, by validated instruments. The current study seeks to assess the reliability and validity of a translated Arabic version of the learning organization survey short-form (LOS-27), and the pharmacy survey on patient safety culture (PSOPSC) through the evaluation of pharmacy staff’s knowledge about organizational learning and patient safety culture in public and private hospital pharmacies of Kuwait. The aim is to explore the relationship between organizational learning and patient safety culture in hospital pharmacy settings through the LOS-27 and PSPOSC instruments. In addition, the relationship between the different dimensions of organizational learning and pharmacy patient safety culture is explored. The results highlighted the adequacy of the Arabic translation of the LOS-27 and PSOPSC questionnaires as they depicted the reliability and validity consistent with the original surveys results. It was also found that in the context of Kuwaiti pharmacies, organizational learning was positively related to performance of the staff in creating a positive patient safety culture. Several dimensions of the organizational learning showed association with various elements of patient safety culture in pharmacy settings, specifically: training, management that reinforces learning, and a supportive learning environment had the strongest effects on the pharmacy patient safety culture dimensions. The contribution of this thesis is in three areas. First, it is the first research that links organizational learning with patient safety culture in a hospital pharmacy setting (theoretical contribution). Second, the research is useful for research scholars as it combines the two questionnaires, LOS-27 and PSOPSC, on the same participants using a single form to explore the relationship between organizational learning and patient safety culture in a hospital pharmacy setting and their dimensions (method contribution). Third, this research contributed to the currently limited literature that examines patient safety culture and organizational learning by considering the context of Kuwait (Contextual Contribution).