Nurse education in practice · 2026
Learning flow in nursing education: Development and psychometric validation of a multidimensional scale.
СтатьяВалидационное исследованиеНазвание и аннотация: Перевод в очереди
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Chotipanut Wachiraporn, Suwanwong Charin, Prayai Narulmon
Аннотация
AIM: To develop and validate the Learning Flow Scale for Thai nursing students.
BACKGROUND: Learning flow is a key psychological state that promotes deep engagement, skill development and optimal learning outcomes in nursing education. However, standardized instruments specifically designed to assess learning flow among Thai nursing students remain limited.
DESIGN: A descriptive cross-sectional design was employed.
METHODS: A total of 471 undergraduate nursing students across multiple public nursing colleges in Thailand participated in the scale development and validation process. Scale items were generated using both inductive and deductive approaches based on literature review, qualitative insights and theoretical frameworks of flow in learning contexts. The underlying factor structure was explored using exploratory factor analysis (EFA) and subsequently confirmed through confirmatory factor analysis (CFA).
RESULTS: A 23-item Learning Flow Scale with a four-factor structure was identified. The four dimensions were labeled 'Goal-Activity Alignment', 'Real-Time Reflective Clarity', 'Autonomous Learning Experience' and 'Deep Concentration and Immersion'. The overall scale demonstrated excellent internal consistency (Cronbach's α = 0.958), with subscale reliability coefficients ranging from 0.802 to 0.926. Model fit indices from CFA supported the adequacy of the proposed measurement model.
CONCLUSION: The Learning Flow Scale for Thai nursing students demonstrates strong psychometric properties and provides a valid and reliable tool for assessing learning flow in nursing education. The scale may support educators in identifying students' engagement patterns and designing pedagogical strategies that enhance meaningful and effective learning experiences.
BACKGROUND: Learning flow is a key psychological state that promotes deep engagement, skill development and optimal learning outcomes in nursing education. However, standardized instruments specifically designed to assess learning flow among Thai nursing students remain limited.
DESIGN: A descriptive cross-sectional design was employed.
METHODS: A total of 471 undergraduate nursing students across multiple public nursing colleges in Thailand participated in the scale development and validation process. Scale items were generated using both inductive and deductive approaches based on literature review, qualitative insights and theoretical frameworks of flow in learning contexts. The underlying factor structure was explored using exploratory factor analysis (EFA) and subsequently confirmed through confirmatory factor analysis (CFA).
RESULTS: A 23-item Learning Flow Scale with a four-factor structure was identified. The four dimensions were labeled 'Goal-Activity Alignment', 'Real-Time Reflective Clarity', 'Autonomous Learning Experience' and 'Deep Concentration and Immersion'. The overall scale demonstrated excellent internal consistency (Cronbach's α = 0.958), with subscale reliability coefficients ranging from 0.802 to 0.926. Model fit indices from CFA supported the adequacy of the proposed measurement model.
CONCLUSION: The Learning Flow Scale for Thai nursing students demonstrates strong psychometric properties and provides a valid and reliable tool for assessing learning flow in nursing education. The scale may support educators in identifying students' engagement patterns and designing pedagogical strategies that enhance meaningful and effective learning experiences.