Development and validation of the work–family–school role conflicts and role-related social support scales among registered nurses with multiple roles

PurposeThe purpose of this study was to develop work–family–school role conflicts and role-related social support scales, and to validate the psychometrics of those scales among registered nurses with multiple roles.MethodsThe concepts, generation of items, and the scale domains of work–family–school role conflicts and role-related social support scales were constructed based on a review of the literature. The validity and reliability of the scales were examined by administering them to 201 registered nurses who were recruited from 8 university hospitals in South Korea. The content validity was examined by nursing experts using a content validity index. Exploratory factor analysis and confirmatory factor analysis were used to establish the construct validity. The correlation with depression was examined to assess concurrent validity. Finally, internal consistency was assessed using Cronbach's alpha coefficients.ResultsThe work–family–school role conflicts scale comprised ten items with three factors: work–school-to-family conflict (three items), family–school-to-work conflict (three items), and work–family-to-school conflict (four items). The role-related social support scale comprised nine items with three factors: support from family (three items), support from work (three items), and support from school (three items). Cronbach's alphas were 0.83 and 0.76 for the work–family–school role conflicts and role-related social support scales, respectively. Both instruments exhibited acceptable construct and concurrent validity.ConclusionThe validity and reliability of the developed scales indicate their potential usefulness for the assessment of work–family–school role conflict and role-related social support among registered nurses with multiple roles in Korea.