Psychometric properties of the assessment tool

Psychometric properties of the assessment tool

Discussion: Assessment Tools

Assigned assessment tool; Patient Health Questionnaire

Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy.

Learning Objectives

Students will:

· Analyze psychometric properties of assessment tools

· Evaluate appropriate use of assessment tools in psychotherapy

· Compare assessment tools used in psychotherapy

The Course Instructor will assign you to an assessment tool that is used in psychotherapy; Patient health Questionnaire

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide.

· Consider the asessment tool assigned to you by the Course Instructor; Patient Health Questionnaire

· Review the Library Course Guide in your Learning Resources for assistance in locating information on the assessment tool you were assigned.

·

Post an explanation of the psychometric properties of the assessment tool you were assigned( seen above) Explain when it is appropriate to use this assessment tool with clients, including whether the tool can be used to evaluate the efficacy of psychopharmacologic medications. Support your approach with evidence-based literature.

Resources for reference ( 3 reference )(psychometric properties of the assessment tool)

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

  • Chapter 3, “Assessment and      Diagnosis” (pp. 95–168)
  • Chapter 4, “The Initial Contact and Maintaining      the Frame” (pp. 169–224)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

American Academy of Child and Adolescent Psychiatry. (1995). Practice parameters for the psychiatric assessment of children and adolescents. Washington, DC: Author. Retrieved from https://www.aacap.org/App_Themes/AACAP/docs/practice_parameters/psychiatric_assessment_practice_parameter.pdf

American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd ed.). Arlington, VA: Author. Retrieved from http://psychiatryonline.org/doi/pdf/10.1176/appi.books.9780890426760

Walden Library. (2017). NURS 6640 week 2 discussion guide. Retrieved from http://academicguides.waldenu.edu/nurs6640week2discussion

Walden University. (n.d.). Tests & measures: Home. Retrieved February 6, 2017, from http://academicguides.waldenu.edu/library/testsmeasures

Note: This database may be helpful in obtaining assessment tool information for this week’s Discussion.

Required Media

Laureate Education (Producer). (2015a). Counseling competencies—The application of ethical guides and laws to record keeping [Video file]. Baltimore, MD: Author.

Provided courtesy of the Laureate International Network of Universities.

ASSIGNMENT on psychometric properties of the assessment tool

· Review the media Clinical Interview: Intake, Assessment,& Therapeutic Alliance in your Learning Resources.

· Select one nursing theory and one counseling theory to best guide your practice in psychotherapy.

Note: For guidance on nursing and counseling theories, refer to the Wheeler textbook in this week’s Learning Resources.

· Explain why you selected these theories. Support your approach with evidence-based literature.

· Develop at least three goals and at least three objectives for the practicum experience in this course ( Nurs 6640).

· Create a timeline of practicum activities based on your practicum requirements.

Resources for reference ( need 3 references)

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2012). Clinical interview: Intake, assessment, & therapeutic alliance [Video file]. Mill Valley, CA: Psychotherapy.net.

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

  • Standard 1 “Assessment”      (pages 44 & 45)

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

  • Chapter 1, “The Nurse Psychotherapist and a      Framework for Practice” (pp. 3–52)

Fournier, J. C., & Price, R. B. (2014). Psychotherapy and neuroimaging. Psychotherapy: New Evidence and New Approaches, 12(3), 290–298. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207360/ 

Holttum, S. (2014). When bad things happen our brains change but psychotherapy and support can help the recovery of our brains and our lives. Mental Health and Social Inclusion, 18(2), 52–58. doi:10.1108/MHSI-02-2014-0006

Petiprin, A. (2016). Psychiatric and mental health nursing. Nursing Theory. Retrieved from http://www.nursing-theory.org/theories-and-models/psychiatric-and-mental-health-nursing.php

Fisher, M. A. (2016). Introduction. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 3–12). Washington, DC: American Psychological Association. doi:10.1037/14860-001

Psychometric properties of the assessment tool
Psychometrics is the science of testing. The occupational therapist must critically review assessment tools to best match the assessment tool to the client’s situation. The therapist must look at the:
1. Validity of the assessment tool- does it measure what it is supposed to measure?
2. Reliability of the assessment tool – is it consistent?
3. Accuracy
Types of Validity
1. Face validity: logical belief of the examiner that the tool is assessing what it is supposed to assess. There is no statistic to indicate the degree of face validity because it is a subjective measure.
2. Content validity: how well the assessment tool represents the phenomenon measured. This is supported by the objectives of the assessment, the supporting literature, and the descriptions in the assessment tool manual. There is no statistic to indicate the degree of content validity.
3. Criterion-related validity: the scores of the assessment are correlated to the scores of another assessment deemed the “gold standard”. Statistic: validity co-efficient.
a. Concurrent validity: compare the assessment to a “gold standard” assessment. If there is good
concurrent validity, there is no reason to administer both assessment tools, which is more cost- and time-efficient.
b. Predictive criterion-related validity: ability of the assessment tool to predict ability or outcome. It is a challenge to establish predictive criterion-related validity.
4. Construct validity: how well the measure supports the underlying theory of the measure
a. Convergent validity: two assessment tools are expected to measure the same construct . If there is a high positive correlation, then the two assessments measure the same construct.
b. Discriminant validity: The opposite of convergent validity. Two assessment tools are expected to measure different constructs. You would expect a high negative correlation to support
discriminant validity.
Statistic of Validity: Pearson correlation coefficient r; will range from -1.00 to +1.00; the closer to 0.00, the more related the assessment tools are
•If the r is a positive number, then as one assessment tool scores increased so does the scores of the other assessment tool.
•If the r is a negative number, then as one assessment tool scores increased the other assessment tool scores decreased.
•If you square the r, you will find the percentage of commonality between the two assessments.

Types of Reliability (consistency of the assessment tool)
1. Standard Error of Measurement (SEM): the degree of confidence that the client’s performance is a true reflection and not due to some random event. The SEM is added to the score and subtracted from the score to obtain a boundary of confidence.
2. Test-retest reliability (stability): similar results when tested on two occasions within 2 weeks (.90 or higher)
3. Internal consistency – agreement between items on the assessment tool that measures a concept
a. Statistic: correlation coefficient r
i. .60-.70 acceptable
ii. .80 or higher good reliability
4. Scorer reliability
a. Intrarater reliability – guided by professional ethics and values to ensure competency
b. Interrater reliability – two therapists obtain similar scores when administering the assessment tool to the same client

 

 
Psychometric properties of the assessment tool

What are the types of psychometric properties?

There are two broad types of psychometric properties that a test must have in order to be considered a good measure of a particular construct: reliability and validity

What are the 3 types of psychometric assessments?

What Are the Different Types of Psychometric Test? As explained further below, there are essentially three categories: aptitude tests, skills tests and personality tests.

What are psychometric properties of an outcome measure?

Psychometric properties are the intrinsic properties of an outcome measure. Ideally, the psychometric properties of an outcome measure used in practice should have been developed and tested through a series of research studies.

What is the purpose of psychometric test?

Graduate psychometric tests help to identify your skills, knowledge and personality. They’re often used during the preliminary screening stage, or as part of an assessment centre. They’re objective, convenient and strong indicators of job performance – making them very popular with large graduate recruiters.

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