Background: This study aimed to adapt the Spanish version of the Assessment of Stress in Nursing Students (ASNS) (shorter form) instrument for Spanish podiatry students, labeling the new tool as the Spanish version of Assessment of Stress in Podiatry Students (ASPS). The adaptation for reliability and repeatability included performing the transcultural adaptation process and examining the repeatability and reliability of ASPS when used in a different language. Methods: An internationally recommended translation procedure was used to adapt transculturally this tool. The instrument’s test–retest reliability was evaluated in two sessions that were 10 days apart. Results: After considering each domain’s total score, the reliability and internal consistency were analyzed with Cronbach’s α and intraclass correlation coefficient for a 95% confidence interval. Good internal consistency was reported according to total score (α = 0.8626) and each one of the six domains: (1) the practical activities performance domain showed a Cronbach’s α of 0.8684; (2) professional communication domain, α = 0.8765; (3) time management domain, α = 0.8832; (4) environment domain, α = 0.8974; (5) professional education domain, α =0.873; and (6) theoretical activity domain, α = 0.8787. Test–retest reliability, by paired test of Wilcoxon, was not significant, showing that there were not differences between domain scores (p ≥ 0.05). Lastly, visual distributions of Bland and Altman plots did not provide differences between domains and total scores. Conclusions: The Spanish version of the ASPS showed good repeatability, reliability and acceptability to measure stress parameters for podiatry students.

中文翻译：

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护理学生压力评估的可靠性和可重复性足病学生仪器：跨文化适应

背景：本研究旨在为西班牙足病学学生调整西班牙语版本的护理学生压力评估 (ASNS)（较短形式）工具，将新工具标记为西班牙语版足病学学生压力评估 (ASPS)。可靠性和可重复性的适应包括执行跨文化适应过程和检查 ASPS 在用于不同语言时的可重复性和可靠性。方法：使用国际推荐的翻译程序来跨文化地调整该工具。该仪器的重测信度在相隔 10 天的两个阶段进行了评估。结果：在考虑每个域的总分后，信度和内部一致性用Cronbach's α和95%置信区间的组内相关系数进行分析。根据总分 (α = 0.8626) 和六个领域中的每一个，报告了良好的内部一致性：(1) 实践活动绩效领域的 Cronbach's α 为 0.8684；(2)专业传播领域，α=0.8765；(3)时间管理域，α=0.8832；(4) 环境域，α = 0.8974；(5)专业教育领域，α=0.873；(6) 理论活性域，α = 0.8787。通过 Wilcoxon 配对检验，重测信度不显着，表明域分数之间没有差异（p ≥ 0.05）。最后，Bland 和 Altman 图的视觉分布没有提供域和总分之间的差异。结论：