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

    Author(s)
    Tutticci, N
    Coyer, F
    Lewis, PA
    Ryan, M
    Griffith University Author(s)
    Tutticci, Naomi
    Year published
    2017
    Metadata
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    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 ...
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    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.
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    Journal Title
    Reflective Practice
    Volume
    18
    Issue
    2
    DOI
    https://doi.org/10.1080/14623943.2016.1268115
    Subject
    Education
    Philosophy and religious studies
    Publication URI
    http://hdl.handle.net/10072/410390
    Collection
    • Journal articles

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