Validation of a reflective thinking instrument for third-year undergraduate nursing students participating in high-fidelity simulation

Naomi Tutticci*, Fiona Coyer, Peter A. Lewis, Mary Ryan

*Corresponding author for this work

Research output: Contribution to journalArticle

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.

Original languageEnglish
Pages (from-to)219-231
Number of pages13
JournalReflective Practice
Volume18
Issue number2
DOIs
Publication statusPublished - 4 Mar 2017
Externally publishedYes

Keywords

  • Confirmatory factor analysis
  • education
  • high fidelity simulation
  • reflection
  • undergraduate nursing

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