Psychometric Properties of a Workplace Experiential Learning Scale Among Hospital‐Based Registered Dietitians in Japan

INTRODUCTION: Experiential learning is vital for the professional development of healthcare workers. In Japan, a workplace experiential learning scale has been used among several professional groups. However, its psychometric properties have not been examined among hospital-based registered dietitians. This study aimed to examine the factor structure, reliability, and construct validity of the scale in this population and to explore its associations with sociodemographic and workplace characteristics. METHODS: This nationwide, cross-sectional survey was conducted between January and February 2025. A total of 8,653 questionnaires were mailed to 5,132 hospitals across Japan with 100 or more beds, along with request letters tailored to hospital size. An anonymous, self-administered, paper-based survey was conducted by mail. The scale's factor structure was examined through exploratory and confirmatory factor analyses. Internal consistency was assessed using Cronbach's alpha coefficients. Furthermore, factors associated with higher experiential learning scores (high-score group vs. low-score group) were identified through binary logistic regression analysis. RESULTS: The scale was completed by 2,383 participants (90.3% female). Confirmatory factor analysis revealed that a 15-item, two-factor model provided the best fit. The Cronbach's alpha coefficient demonstrated adequate reliability. Binary logistic regression analysis showed that job position (odds ratio = 1.20, 95% confidence interval [1.04-1.37], p = 0.01) and the number of subordinates and junior staff supervised (odds ratio = 1.01, 95% confidence interval [1.01-1.02], p < 0.001) were significantly associated with higher experiential learning scores. CONCLUSION: The workplace experiential learning scale demonstrated acceptable psychometric properties among hospital-based registered dietitians. Experiential learning was positively associated with managerial roles and supervisory responsibilities; thus, workplace context plays an important role in professional development.