Persian Version of Nursing Students’ Learning Behavior Questionnaire: Cross-Cultural Adaptation and Psychometric Testing Publisher



M Salehpooremran MOHAMMAD ; S Armandpishe SARA ; H Sharif Nia HAMID ; Ma Farahani Mansoureh ASHGHALI ; S Saeidi SETAYESH ; F Jafari FAEZE ; M Banazadeh MARJAN
Source: BMC Nursing Published:2025

Abstract

Background: Nursing students’ learning behavior assessment is vital for educational quality and clinical performance. While existing questionnaires often focus on specific aspects, a comprehensive instrument is needed to evaluate multiple learning behavior dimensions. Objectives: To translate and evaluate the psychometric properties of the Nursing Students’ Learning Behavior Questionnaire (NSLBQ) in Persian. Methods: Using a cross-sectional methodological design in 2023–2024, the 19-item NSLBQ was translated into Persian through forward-backward translation. The study assessed validity and reliability through face, content, and construct validity, using exploratory and confirmatory factor analyses and internal consistency measures. Four hundred eighteen nursing students participated. Findings: The Persian version (NSLBQ-P) demonstrated acceptable face and content validity. Factor analysis revealed four dimensions: motivation, degree of satisfaction, attitude, and strategy, explaining 35.61% of the variability. The final instrument contained 17 items, showing strong model fit in confirmatory factor analysis and acceptable internal consistency across factors. Conclusion: While the 4-factor structure explains 35.61% of the total variance, the successful validation through CFA, coupled with satisfactory goodness-of-fit indices, demonstrates the model’s structural stability. The relatively modest variance explained is consistent with the complex nature of LB in nursing education, influenced by numerous personal, environmental, and cultural factors not be fully captured by a limited set of factors. It suggests future research should explore additional contributing factors, particularly those specific to cultural and institutional context. In conclusion, this study provides valuable insights into the concept of LB in nursing students, revealing four distinct dimensions of motivation, degree of satisfaction, attitude, and strategy. The findings strongly support the four-factor model of the Persian version of NSLBQ, consisting of 17 items. Research is recommended to tailor NSLBQ to various cultural contexts and assess its psychometric properties to ensure NSLBQ’s validity and reliability across diverse populations, ultimately informing evidence-based interventions to enhance nursing students’ learning experiences and outcomes. Clinical trial number: Not applicable. © 2025 Elsevier B.V., All rights reserved.