Psychometric study of the Social Skills Scale adapted to university students in Nursing
DOI:
https://doi.org/10.48492/servir0213.41068Keywords:
nursing, students, social skills, psychometric propertiesAbstract
Introduction: Social skills are essential in human interaction and play a key role in professional training, especially in nursing, where communication with patients requires empathy, clarity, and assertiveness. Social skills are essential competencies in educational and work contexts, especially in professions that require constant interaction, as is the case of nursing. Assessing these skills makes it possible to identify key factors for improving social adaptation, academic performance and the future labour market integration of university students. Assessing them in nursing students allows us to identify their impact on academic and professional performance.
Objectives: The main purpose of this research was to analyse the psychometric properties of the Social Skills Scale (EHS).
Material and Methods: This is an ex post facto study, quantitative and exploratory in nature, focused on the psychometric analysis of the EHS. The sample consisted of 213 students of the degree in Nursing of the university campus of Ceuta (University of Granada), predominantly female (81.2%) as opposed to male (18.8%). For the statistical analysis, an exploratory factor analysis (EFA) was applied using SPSS 30.0 and FACTOR Analysis 10.9.02. In addition, Cronbach's alpha was used to measure the internal consistency of the scale.
Results: The results showed an optimal statistical fit (KMO=0.91; RMSEA=0.00), and six factors were identified that explained 56.12% of the total variance. The overall internal consistency was high (α=0.913), being acceptable for each factor. Also, both gender and religion were found to be significantly related to various dimensions of social skills.
Conclusions: It is concluded that the EHS is a reliable and valid tool for assessing social skills in undergraduate nursing students in multicultural and cross-border contexts. It is recommended that similar studies be replicated in other university and health care populations to strengthen the generalisability of the results obtained.
Downloads
References
Alania-Contreras, R. D., Márquez-Álvarez, G. L., Gutiérrez-Gala, Z. K., De-La-Cruz, M. R., & Ortega-Révolo, D. I. D. (2019). Escala de habilidades sociales avanzadas para estudiantes de Ciencias de la Comunicación. Conrado, 15(69), 96–103.
Almaraz Fermoso, D., Coeto Cruzes, G., & Camacho Ruiz, E. J. (2019). Habilidades sociales en niños de primaria. IE Revista de Investigación Educativa de La REDIECH, 10(19), 191. https://doi.org/10.33010/ie_rie_rediech.v10i19.706
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238- 246.
Bollen, K. A. y Long, J. S. (1994). Testing structural equation. Newbury Park, CA: Sage
Burchinal, M., Pianta, R., Ansari, A., Whittaker, J., & Vitiello, V. (2023). Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience. Early Childhood Research Quarterly, 62, 41–52. https://doi.org/10.1016/j.ecresq.2022.07.012
Caballo, V. E. (2015). Manual de evaluación y entrenamiento de las habilidades sociales. Siglo XXI.
Cheung, K. L., Schell, J. O., Rubin, A., Hoops, J., Gilmartin, B., & Cohen, R. A. (2021). Communication Skills Training for Nurses and Social Workers: An Initiative to Promote Interdisciplinary Advance Care Planning and Palliative Care in Patients on Dialysis. Nephrology Nursing Journal, 48(6), 547. https://doi.org/10.37526/1526-744x.2021.48.6.547
Chrzan-Rodak,A. & Ślusarska,B.(2022).Empathy and Type D personality as the correlates of level of social skills of primary healthcare nurses. Pielegniarstwo XXI wieku / Nursing in the 21st Century,0(0). https://doi.org/10.2478/pielxxiw-2022-0023
Fernández-Martín, F. D., Arco-Tirado, J. L., & Hervás-Torres, M. (2019). Impacto de un programa de aprendizaje-servicio y tutoría entre compañeros para mejorar la eficacia de la educación superior. Bordón. Revista de Pedagogía, 71(3), 97–114. https://doi.org/10.13042/bordon.2019.68334
Gismero, E. (2002). EHS, Escala de Habilidades Sociales. Madrid: TEA Ediciones.
Gismero-GonzálezE. (2002). EHS, escala de habilidades sociales: manual. Tea Ediciones.
Goldstein, A. P., Sprafkin, R., Gershaw, J., & Klein, P. (1989). Habilidades sociales y autocontrol en la adolescencia: un programa de enseñanza. Martínez Roca.
Gómez-Velásquez, S., Matagira-Rondón, G., Agudelo-Cifuentes, M. C., Berbesi-Fernández, D. Y., & Morales-Mesa, S. A. (2021). Cohesión familiar y factores relacionados en adolescentes escolarizados. Universidad Y Salud, 23(3), 198–206. https://doi.org/10.22267/rus.212303.233
Gutiérrez Carmona, M., & Expósito López, J. (2015). Autoconcepto, dificultades interpersonales, habilidades sociales y conductas asertivas en adolescentes // Self-concept, interpersonal difficulties, social skills & assertiveness in teenagers. REOP - Revista Española de Orientación Y Psicopedagogía, 26(2), 42. https://doi.org/10.5944/reop.vol.26.num.2.2015.15215
Hemann, M., Blizzard, T., Carver, R., Finke-Pike, G., & Grimsley, A. (2021). Implementing a Nursing Skills Practice Laboratory Using Social Distancing During the COVID-19 Pandemic. Journal for Nurses in Professional Development, Publish Ahead of Print. https://doi.org/10.1097/nnd.0000000000000742
Javier-Napa, A. J., Santa-María-Relaiza, H. R., Norabuena-Figueroa, R. P., & Jara-Jara, N. (2019). Acción tutorial para el desarrollo de las habilidades sociales en estudiantes universitarios. Propósitos Y Representaciones, 7(1), 185. https://doi.org/10.20511/pyr2019.v7n1.261
Lorenzo-Seva, U. y Ferrando, P. J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavioral Research Methods, Instruments and Computers, 38(1), 88-91.
Losa-Iglesias, M. E., López López, D., Rodriguez Vazquez, R., & Becerro de Bengoa-Vallejo, R. (2017). Relationships between social skills and self-esteem in nurses: a questionnaire study. Contemporary Nurse, 53(6), 681–690. https://doi.org/10.1080/10376178.2018.1441729
Mariano, M. C. O., Maniego, J. C. M., Manila, H. L. M. D., Mapanoo, R. C. C., Maquiran, K. M. A., Macindo, J. R. B., Tejero, L. M. S., & Torres, G. C. S. (2018). Social media use profile, social skills, and nurse-patient interaction among Registered Nurses in tertiary hospitals: A structural equation model analysis. International Journal of Nursing Studies, 80, 76–82. https://doi.org/10.1016/j.ijnurstu.2017.12.014
McDonald, R. P. y Marsh, H. W. (1990). Choosing a multivariate model: noncentrality and goodness of fit. Psychological Bulletin, 107, 247-255.
Melgar Begazo, A. E., Flores Sotelo, W. S., Arévalo Tuesta, J. A., & Antón de los Santos, P. J. (2019). Tecnologías educativas, habilidades sociales y la toma de decisiones en estudiantes universitarios. Propósitos Y Representaciones, 7(2). https://doi.org/10.20511/pyr2019.v7n2.305
Monjas-Casares, M. I. (2004). Programa de enseñanza de habilidades de interacción social (PEHIS) para niños y niñas en edad escolar. Ciencias De La Educación Preescolar Y Especial, D.L.
Mroczek, B., Brzeźniak, H., Wolińska, W., Kotwas, A., Zabielska, P., Stanisławska, M., Pietrzak, M., & Kurpas, D. (2020). Social skills contributing to the behaviors of physicians, nurses, and paramedics in various professional situations. Family Medicine & Primary Care Review, 22(2), 126–132. https://doi.org/10.5114/fmpcr.2020.95321
Pulido Acosta, F., & Herrera Clavero, F. (2017). Propiedades psicométricas de un instrumento en construcción para evaluar la inteligencia emocional en alumnos de secundaria y la universidad. Diversitas, 13(1), 27. https://doi.org/10.15332/s1794-9998.2017.0001.02
Redondo-Pachecho, J., Parra-Moreno, J. S., & Luzardo-Briceño, M. (2015). Efectos comportamentales de un programa de habilidades sociales en jóvenes de 14 a 18 años en situación de vulnerabilidad. Pensando Psicología, 11(18), 45–58. https://doi.org/10.16925/pe.v11i18.1003
Sánchez-Bolívar, L., & Escalante-González, S. (2021). Habilidades sociales del alumnado de formación profesional para la entrevista de trabajo: Una revisión narrativa. En La transformación digital de la universidad (pp. 1095-1107). Universidad de La Laguna.
Sánchez-Bolívar, L., Escalante-González, S., & Vázquez, L. M. (2022). Motivación de los estudiantes universitarios de Ciencias de la Educación según género, cultura religiosa y habilidad social durante la pandemia de COVID-19. Educar, 58(1), 205–220. https://doi.org/10.5565/rev/educar.1353
Sánchez-Bolívar, L., Martínez-Martínez, A., & Parra-González, M. E. (2019). análisis de las habilidades sociales del alumnado de formación profesional para la entrevista de trabajo. Journal of Sport and Health Research, 11(Supl 1), 127–142.
Sánchez-Paredes, R. G., & Ñañez-Silva, M. V. (2022). Percepción del trabajo en equipo y de las habilidades sociales en estudiantes universitarios. PURIQ, 4, e265. https://doi.org/10.37073/puriq.4.265
Solas-Martínez, J. L., Rusillo-Magdaleno, A., & Suárez-Manzano, S. (2022). Beneficios de la dramatización en las habilidades sociales y desinhibición de niños y niñas. Una propuesta práctica. EmásF: Revista Digital de Educación Física, 75, 268–282. https://dialnet.unirioja.es/servlet/articulo?codigo=8358770
Tacca-Huamán, D. R., Cuarez-Cordero, R., & Quispe-Huaycho, R. (2020). Habilidades sociales, autoconcepto y autoestima en adolescentes peruanos de educación secundaria. International Journal of Sociology of Education, 9(3), 293. https://doi.org/10.17583/rise.2020.5186
Tapia-Gutiérrez, C. P., & Cubo-Delgado, S. (2017). Habilidades sociales relevantes: percepciones de múltiples actores educativos. Magis, Revista Internacional de Investigación En Educación, 9(19), 133–148. https://doi.org/10.11144/javeriana.m9-19.hsrp.
Vázquez, L. M., & Sánchez Bolívar, L. (2023). Análisis de habilidades sociales del alumnado de primer ciclo de Educación Primaria. En Investigación en contextos educativos formales, no formales e informales: Descubriendo nuevos horizontes en la educación (pp. 407-416). Dykinson.
Vázquez, L. M., Escalante-González, S., & Sánchez-Bolívar, L. (2024). Analysis of the level of social skills of students in educational science degrees in relation to gender, religion, and academic year. Education, Sport, Health and Physical Activity (ESHPA): International Journal, 8(1), 322-336. https://doi.org/10.5281/zenodo.10639045
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Lionel Sánchez-Bolívar, Sergio Escalante-González , Inmaculada Jiménez-Manchado, Esther María González-Castellón, María José Contreras-Rodríguez, Lindsay Michelle Vazquez
This work is licensed under a Creative Commons Attribution 4.0 International License.
In order to promote the free circulation of knowledge, Servir is open access journal. All its content is available and protected under the Creative Commons license (CC BY 4.0).
The journal allows self-archiving in institutional repositories of all versions, which may become immediately available
