Validation of the Spanish Blood Donation Knowledge Questionnaire (BDKQ-Spain) Through University–School Partnerships

Abstract

Background/Objectives: Blood donation knowledge is increasingly recognised as a relevant construct in health education research due to its role in supporting voluntary donation and informing evidence-based strategies that promote preventive behaviours and civic engagement. This study aimed to develop and validate the Spanish version of the Blood Donation Knowledge Questionnaire (BDKQ22-Spain) through university–school partnerships. The BDKQ22-Spain consists of 22 multiple-choice items, each with a single correct answer, designed to assess knowledge about blood donation. Methods: Psychometric evaluation was conducted within a quasi-experimental study involving 228 responses from individuals aged 17 to 51 years (M = 24.12, SD = 7.75), comprising high school and university students enrolled in health and education programmes. Results: Factor analysis supported a two-factor structure for the BDKQ22-Spain, confirming its construct validity and reliability (KR-20 = 0.85) for measuring blood donation knowledge in Spanish. The results identified higher levels of knowledge among women, nursing students, and individuals with previous blood donation experience, while lower scores were observed among minors, future teachers, and therapy students. However, both minors and future teachers showed significant improvements following the intervention, reaching levels comparable to those of nursing students. These findings highlight specific knowledge gaps across sociodemographic and academic groups. Conclusions: The BDKQ22-Spain represents a valid and reliable tool for assessing blood donation knowledge, supporting its use in health and education settings to guide future research and targeted educational strategies