Translation and Validation of Vietnamese Version of the Self-Efficacy Toward Teaching Inventory for Nurse Educators

Introduction Clinical teaching self-efficacy is critical for nursing education. In Vietnam, despite the growing number of nurse educators, there is a lack of culturally adapted instruments to measure their teaching self-efficacy. Objectives This study aimed to translate the Self-Efficacy Towards Teaching Inventory for Nurse Educators (SETTI-NE) into Vietnamese and evaluate its psychometric properties. Methods A cross-sectional study was conducted with 400 clinical nurse educators (CNEs) from 36 clinical practice hospitals across Vietnam. The Vietnamese version of the SETTI-NE (V-SETTI-NE) was translated using a standard forward–backward translation process. Psychometric properties included exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and internal consistency reliability. Results EFA identified a 45-item, four-factor structure consistent with the original SETTI-NE, comprising: (1) Course preparation (nine items), (2) Instructor Delivery (13 items), (3) Evaluation and Examination (16 items), (4) Clinical Practice (seven items), with factor loadings from 0.500 to 0.802. CFA confirmed an acceptable fit (χ 2 /df = 2.745, p < 0.001, GFI = 0.649, CFI = 0.804, TLI = 0.791, RMSEA = 0.094). Convergent validity was supported by composite reliability (0.928–0.960) and average variance extracted (0.601–0.660). Discriminant validity was established with HTMT ratios below 0.90. The overall scale demonstrated excellent internal consistency (α=0.96), with subscale coefficients ranging from 0.83 to 0.93. Conclusion The 45-item V-SETTI-NE is a reliable and valid instrument for measuring the teaching self-efficacy of CNEs in Vietnam. It can be used in research and practice to assess nurse educators’ self-efficacy, identify training needs, and evaluate the impact of educational interventions on improving nurse educators’ self-efficacy.