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Validation of a reflective thinking instrument for third-year undergraduate nursing students participating in high-fidelity simulation
Tutticci, Naomi Coyer, Fiona Lewis, Peter A. Ryan, Mary
Tutticci, Naomi
Coyer, Fiona
Lewis, Peter A.
Ryan, Mary
Abstract
Background: nursing students are required to think reflectively in both real and simulated clinical practice. Although the Reflective Thinking instrument is reliable in its measurement of reflective thinking, its validity is unknown. Method: confirmatory factor analysis was undertaken in an iterative manner within a non-equivalent control-group study to measure nursing students’ reflective thinking and satisfaction with high-fidelity simulation. The validity and reliability of the Reflective Thinking instrument was tested. Results: the resulting instrument consisted of 15 items across four factors. The final model was plausible as it demonstrated ‘goodness of fit’; however, it had neither convergent or discriminatory validity, nor reliability. Internal consistency was fair to reasonable for the four subscales. Conclusion: the testing of the Reflective Thinking instrument using confirmatory factor analysis is a vital initial step in the modification of this instrument. Further development using exploratory factor analysis will enhance the instrument’s relevance within high-fidelity simulation.
Keywords
confirmatory factor analysis, high fidelity simulation, education, reflection, undergraduate nursing
Date
2017
Type
Journal article
Journal
Reflective Practice
Book
Volume
18
Issue
2
Page Range
219-231
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled