Approaches to learning: psychometric testing of a study process questionnaire

Background. One method of evaluating students’ learning is to measure surface, deep and achieving approaches to learning using a questionnaire. In comparison with research on student nurses’ learning styles, there has been little examination of their ‘approaches to learning’. Much of the ‘approaches to learning’ research has been conducted with higher education students in Australia and Hong Kong and this kind of measurement is viewed as a valid and reliable way to assess learning. Aim. The aim of study reported here was to establish the validity of an ‘approaches to learning’ questionnaire, the study process questionnaire, for use with student nurses by undertaking psychometrical testing, including exploratory factor analysis. Method. The study process questionnaire is a 42‐item questionnaire measuring surface, deep and achieving approaches to learning. It was distributed to 300 student nurses attending a common foundation programme in a higher education establishment in the United Kingdom (UK) in July 2000. Principal components analysis was conducted to determine the validity of the deep, surface and achievement scales in the questionnaire. Results. A new factor structure was identified comprising three main scales which were similar in content but not identical to the original questionnaire. The deep factor correlated positively and significantly with grade performance average and sociology examination results. Conclusion. The study process questionnaire is a valid and useful tool for nurse teachers to gain knowledge about student nurses’ approaches to learning. Deep learning appears to influence academic performance. More work is required to elucidate the complex nature of deep learning.