LAUSR

Background and Purpose Universal design (UD) teaching approaches provide access to learning environments for diverse postsecondary students; however, UD practices in healthcare education have rarely been examined. The purpose of this study was to evaluate the construct validity and reliability of the revised Universal Design in Healthcare Education (UDinHE) instrument. Methods The exploratory structural equation model (ESEM). Results The ESEM revealed an acceptable model with good internal consistency for the subscales, except trialability (α = .59). All scales had a Cronbach's alpha > .70, except social system support. In the final CFA without trialabiity, the model showed good adjustment to the data Χ²(334, n = 222) = 651.188, comparative fit index (CFI) = 0.91, Tucker–Lewis index (TLI) = 0.90, root mean square error of approximation (RMSEA) = 0.90, 95% confidence interval [CI] [0.06, 0.07]). Conclusion This instrument performs similarly with a broader population of healthcare educators as with nurse educators; however, future instrument refinement is warranted.