An evaluation of the validity and reliability of the tuberculosis patient knowledge questionnaire

Authors

  • Syaripah Ulandari Master of Pharmaceutical Sciences Programme, Faculty of Pharmacy, Universitas Airlangga, Indonesia
  • Abdul Rahem Department of Pharmacy Practices, Faculty of Pharmacy, Universitas Airlangga, Indonesia
  • Yuni Priyandani Department of Pharmacy Practices, Faculty of Pharmacy, Universitas Airlangga, Indonesia https://orcid.org/0000-0002-6023-9326

DOI:

https://doi.org/10.46542/pe.2024.243.173177

Keywords:

Knowledge, Reliability, Tuberculosis, Validity

Abstract

Background:  Poor knowledge of tuberculosis (TB) patients on tuberculosis affects adherence. It is necessary to measure patient awareness of the disease and treatment to assess the extent to which patients know about the disease and its treatment. A good questionnaire has been tested for validity and reliability. Currently, some studies need to show the validity process of the TB knowledge questionnaire directly.    

Objective: To measure the validity and reliability of the tuberculosis patient knowledge questionnaire.

Method: Accidental sampling was used in the research approach. By comparing the corrected item-total item values, the construct validity and reliability of the final knowledge questionnaire were evaluated. Additionally, an internal consistency test with an alpha coefficient (Cronbach's Alpha) was used to assess the questionnaire’s reliability.

Result: A total of 93 respondents were picked from different Bengkulu healthcare centers. The validity test results indicate the corrected item-total item > 0.30. According to the findings of the reliability test, Cronbach's alpha > 0.60 throughout.    

Conclusion: This study proves the validity and reliability of the knowledge questionnaire as a tool for measuring knowledge.

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Published

01-05-2024

How to Cite

Ulandari, S., Rahem, A., & Priyandani, Y. (2024). An evaluation of the validity and reliability of the tuberculosis patient knowledge questionnaire. Pharmacy Education, 24(3), p. 173–177. https://doi.org/10.46542/pe.2024.243.173177