Practice experience is a substantial part of nursing education. The assessment of practice competence was the core element of nursing education. Previous studies have contended that the primary goal of learning evaluation is to obtain evaluation data that can be used as a reference for supplementary learning and individual tutoring [7
]. The purpose of the present study was to evaluate the effectiveness of establishing nursing core competencies in practice programs focusing on graduating pre-licensure students. The evaluation specifications were based on student-centered perspectives, therefore, to achieve unbiased, objective, precise, accurate, and genuine responses from students, the questionnaires were designed based on student opinions [19
]. The questionnaire used in this study was designed according to the recommendations of previous researchers [19
], including student self-evaluation and concentration levels. The results suggested that the correlation between the items ranged from moderate to high. The reliability analysis indicated that the questionnaire content had excellent internal consistency implying that the questionnaire could be used to test learning levels [20
The results suggested that the EFA results obtained in this study corresponded to those of previous studies implying that graduating student core competencies could be enhanced by learning efficacy [1
]. In addition, the EFA results indicated that the questionnaire was formulated to two domains according to the highest factor loading: “advancement of practice competence” and “practice competence evaluation” [23
]. In the advancement of practice competence domain, this scale concerned about promoting practice competence for graduating students.
Shih indicated that students could develop competencies by understanding of practice goals and strategies [19
]. Chang also mentioned that student-center based learning could elevate the competence of practice [1
]. Therefore, it was important to create supportive environment to improve graduating students’ practice performance. In addition, the second domain in this study is “practice competence evaluation”, Rubaish and Klein showed that the content of practice learning evaluations should possess the following characteristics: correlate with the program goals, an objective evaluation method, and content that attract student interest [24
]. Watson et al. also mentioned diverse of circumstances are created that obstruct the objective evaluation of students’ performance [26
]. Therefore, practice competence based evaluation could offer objective reference message to modify nursing curriculum.
Watson et al. indicated reliability (the degree to which an instrument measures consistently) and validity (the degree to which an instrument measures the construct) are basic topic in the use of measurement and should be applied strictly to the measurement of practice competence [26
]. This study demonstrated the internal consistency and validity was acceptable and overall questionnaires possessed good internal consistency and reliability. Based on the EFA results, CFA was conducted to determine whether the established questionnaire agreed with the research design and assess the construct reliability and validity of the formal questionnaire. Regarding the formal questionnaire, the CFA results for advancement of practice competence, practice competence evaluation, and the overall questionnaire were conducted. These results indicated that the two domains of the formal questionnaire and the overall questionnaire content possessed good internal consistency, convergent reliability, and convergent validity [1
]. Messick mentioned the construct validity of an instrument contained its content validity, face validity, convergent validity and discriminate validity, and is supported by the authenticity and directness of the items which the instrument contains [30
]. The overall goodness-of-fit of the parameter-estimated participants were further analyzed. The results showed that all indices, excluding GFI, RMSEA, and NFI, satisfied the criteria [23