Preliminary Validation and Feasibility Testing of Malay-Adapted Instruments Measuring Student-Centred Learning among Nurse Educators

Student-centred learning (SCL) plays a critical role in contemporary nursing education. Accurate assessment of SCL implementation requires instruments that are linguistically clear and psychometrically sound within the local context. A preliminary evaluation is essential before the large-scale deployment of adapted tools. This pilot study aimed to examine the content validity, feasibility, and internal consistency reliability of three Malay-adapted instruments measuring SCL application, instructors’ perceptions, and perceived barriers among nurse educators. A cross-sectional pilot study was conducted among 16 nurse educators recruited through random outreach across nursing education settings in Malaysia. The instruments underwent forward translation, followed by expert review involving two subject-matter experts and one language expert. Content validity was assessed using the Content Validity Index (CVI). Internal consistency reliability was evaluated using Cronbach’s alpha. The instrument set achieved a CVI of 1.0, indicating full expert agreement on item relevance and clarity. Reliability analysis demonstrated moderate internal consistency for the refined Application of SCL Scale (α = 0.618), moderate consistency for the Perceptions Scale (α = 0.609), and good internal consistency for the Barriers Scale (α = 0.839). No missing data were recorded. The questionnaire was considered feasible, with an acceptable completion time and minimal wording adjustments. The Malay-adapted SCL instruments demonstrated acceptable preliminary reliability and strong content validity. These findings support their use in a subsequent full-scale study for further psychometric evaluation.

student-centred learning, nurse educators, pilot study, reliability

1. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. M. (2000). Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. Spine, 25(24), 1–8. [Google Scholar] [Crossref]

2. Bonett, D. G., & Wright, T. A. (2015). Cronbach’s alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3–15. https://doi.org/10.1002/job.1960 [Google Scholar] [Crossref]

3. El-auoty, E. M. A., & Hasanin, A. G. (2018). Learner Centered Approach as Perceived by Teaching Staff and Students at Benha Faculty of Nursing. 3(1), 113–126. [Google Scholar] [Crossref]

4. Dursun, F., & Aykan, A. (2025). Exploring teachers' narratives: Challenges and strategies for enhancing the teaching process. SAGE Open, 1–21. https://doi.org/10.1177/21582440251332557 [Google Scholar] [Crossref]

5. Halasa, S., Nassar, O., Abusalim, N., Rayyan, M., Constantino, R. E., Amre, H., Sharab, M., & Qadri, I. (2020). Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nursing Open, 7(4), 1129–1138. https://doi.org/10.1002/nop2.492 [Google Scholar] [Crossref]

6. Metsälä, E., & Törnroos, S. (2021). Benefits and Outcomes of Student-Centred Learning Strategies in a Healthcare Higher Education Institution Setting - A Scoping Review. American Journal of Nursing Studies Research, 2(1), 1008. [Google Scholar] [Crossref]

7. Martín-Alguacil, N., Avedillo, L., Mota-Blanco, R., & Gallego-Agúndez, M. (2024). Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences. Education Sciences, 14(11), 1179. https://doi.org/10.3390/educsci14111179 [Google Scholar] [Crossref]

8. Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? critique and recommendations. Research in Nursing and Health, 29(5), 459–497. https://doi.org/10.1002/nur.20147 [Google Scholar] [Crossref]

9. Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity ? Appraisal and recommendations. Research in Nursing and Health, 30(4), 459–467. https://doi.org/10.1002/nur.20199 [Google Scholar] [Crossref]

10. Son, H. K. (2023). Effects of simulation with problem-based learning ( S-PBL ) on nursing students ’ clinical reasoning ability : based on Tanner’s clinical judgment model. 1–10. [Google Scholar] [Crossref]

11. Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research Sciences Education, 48, 1273–1296. https://doi.org/10.1007/s11165-016-9602-2 [Google Scholar] [Crossref]

12. Tawalbeh, T. I., & Alasmari, A. A. (2015). Instructors ’ Perceptions and Barriers of Learner-Centered Instruction in English at the University Level. 5(2), 38–51. https://doi.org/10.5539/hes.v5n2p38 [Google Scholar] [Crossref]

13. Visiers-jiménez, L., Suikkala, A., Salminen, L., Leino-kilpi, H., Adriana, M., Rn, H., Jiménez-herrera, M., Msn, D. P., & Kajander-unkuri, S. (2021). Clinical learning environment and graduating nursing students ’ competence : A multi-country cross-sectional study. January, 398–410. https://doi.org/10.1111/nhs.12819 [Google Scholar] [Crossref]

• Assessing the Impact of Competency-Based Curriculum Innovation on Nursing Students' Clinical Performance: A Structural Equation Modeling Approach
• Nurses’ Digital Health Literacy and Their Utilization of Wearable Technologies for Diabetic Foot Ulcer Monitoring
• The Effect of Interactive Learning Tools on the Clinical Competence of Level 3 Nursing Students in a Selected College of Nursing in the Province of Cavite
• Occupational Strain and Care Quality: A Cross-Sectional Analysis of Workload, Overtime, and Work–Life Balance among Dialysis Nurses in Samar Island