Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study

Journal article

Tutticci, Naomi, Lewis, Peter Andrew and Coyer, Fiona. (2016). Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study. Nurse Education in Practice. 18, pp. 52 - 59. https://doi.org/10.1016/j.nepr.2016.03.001
AuthorsTutticci, Naomi, Lewis, Peter Andrew and Coyer, Fiona
Abstract

Critical reflection underpins critical thinking, a highly desirable generic nursing graduate capability. To improve the likelihood of critical thinking transferring to clinical practice, reflective thinking needs to be measured within the learning space of simulation. This study was divided into two phases to address the reliability and validity measures of previously untested surveys. Phase One data was collected from individuals (n = 6) using a ‘think aloud’ approach and an expert panel to review content validity, and verbatim comment analysis was undertaken. The Reflective Thinking Instrument and Critical Reflection Self-Efficacy Visual Analogue Scale items were contextualised to simulation. The expert review confirmed these instruments exhibited content validity. Phase Two data was collected through an online survey (n = 58). Cronbach's alpha measured internal consistency and was demonstrated by all subscales and the Instrument as a whole (.849). There was a small to medium positive correlation between critical reflection self-efficacy and general self-efficacy (r = .324, n = 56, p = .048). Participant responses were positive regarding the simulation experience. The research findings demonstrated that the Reflective Thinking and Simulation Satisfaction survey is reliable. Further development of this survey to establish validity is recommended to make it viable.

Keywordsnursing; self-efficacy; reflection; high fidelity simulation
Year2016
JournalNurse Education in Practice
Journal citation18, pp. 52 - 59
PublisherChurchill Livingstone
ISSN1471-5953
Digital Object Identifier (DOI)https://doi.org/10.1016/j.nepr.2016.03.001
Page range52 - 59
Research GroupSchool of Nursing, Midwifery and Paramedicine
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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