Browse > Article
http://dx.doi.org/10.7739/jkafn.2018.25.1.11

Validity and Reliability of the Self-Reflection and Insight Scale for Korean Nursing Students  

Song, Mi Ok (Chosun Nursing College)
Kim, Heeyoung (Department of Nursing, Dongshin University)
Publication Information
Journal of Korean Academy of Fundamentals of Nursing / v.25, no.1, 2018 , pp. 11-21 More about this Journal
Abstract
Purpose: The purpose of this study was to translate the Self-Reflection and Insight Scale (SRIS) into Korean and test its validity and reliability. Methods: Participants were 340 nursing students who were recruited from 5 nursing colleges in Korea. Data were collected from November 21 to December 20, 2016 and analyzed using the IBM Statistics SPSS 22.0 and AMOS 23.0 programs. Exploratory factor analysis, Confirmatory factor analysis, and concurrent validity analysis were performed. Results: For the Korean-SRIS (K-SRIS) 4 items were deleted from the original SRIS. The final scale consisted of 16 items which were sorted into- the 2 factors: self-reflection (11 items), insight (5 items). The cumulative percent of variance was 50.91%. The statistically significant correlation between K-SRIS scores and the Reflection in Learning Scale (RLS) support the concurrent validity of the K-SRIS. The reliability of the scale, Cronbach's ${\alpha}$ was .83. Conclusion: The finding indicate that the K-SRIS has validity and reliability. Therefore it can be used for measuring and developing reflection ability in nursing students.
Keywords
Reflection; Insight; Nursing students; Validity; Reliability;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Bengtsson J. What is reflection? on reflection in the teaching profession and teacher. Teachers and Teaching: Theory and Practice. 1995;1(1):23-32.   DOI
2 Chung YK. The meaning of "Reflection" in the reflective teacher education. Theory and Practice of Education. 2007;12(2):165-188.
3 Atkins S, Murphy K. Reflective practice. Nursing Standard. 1995;9(45):31-37. https://doi.org/10.7748/ns.9.45.31.s34   DOI
4 Kwon IS, Lee GE, Kim GD, Kim YH, Park KM, Park HS, et al. Development of a critical thinking disposition scale for nursing students. Journal of Korean Academy of Nursing. 2006;36(6):950-958.   DOI
5 Facione NC, Facione PA, Sanchez CA. Critical thinking disposition as a measure of competent clinical judgement: The development of the California critical thinking disposition inventory. Journal of Nursing Education. 1994;33(8):345-353.
6 Vacek JE. Using a conceptual approach with concept mapping to promote critical thinking. Journal of Nursing Education. 2009;48(1):45-48. https://doi.org/10.3928/01484834-20090101-11   DOI
7 Kwon IG, Park SM. Effects of critical reflective inquiry on new graduate nurses' clinical decision-making. Clinical Nursing Research. 2007;13(2):39-50.
8 Asselin ME, Schwartz-Barcott D, Osterman PA. Exploring reflection as a process embedded in experienced nurses' practice: A qualitative study. Journal of Advanced Nursing. 2013;69(4):905-914. https://doi.org/10.1111/j.1365-2648.2012.06082.x   DOI
9 Hwang J. Concept analysis of insight. Journal of Korean Academy Nursing. 2007;37(3):353-364. https://doi.org/10.4040/jkan.2007.37.3.353   DOI
10 Grant AM, Franklin J, Langford P. The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality. 2002;30(8):821-835. https://doi.org/10.2224/sbp.2002.30.8.821   DOI
11 Boud D, Keogh R, Walker D. Reflection: Turning experience into learning. London: Kogan Page; 1985. p. 43.
12 Gustafsson C, Fagerberg I. Reflection, the way to professional development? Journal of Clinical Nursing. 2004;13(3):271-280.   DOI
13 Mitchell R. The development of the cognitive behaviour survey to assess medical student learning. Teaching and Learning in Medicine. 1994;6(3):161-167. https://doi.org/10.1080/10401339409539669   DOI
14 Aukes LC, Geertsma J, Cojen-Schotanus J, Zwierstra RP, Slaets JP. The development of a scale to measure personal reflection in medical practice and education. Medical Teacher. 2007;29(2-3):177-182.   DOI
15 Sobral DT. An appraisal of medical students' reflection-inlearning. Medical Education. 2000;34(3):182-187. https://doi.org/10.1046/j.1365-2923.2000.00473.x   DOI
16 Kim H, Jang KS. Comparison of reflection hierarchy, team learning climate, and learning organization building on nursing competency in clinical nurses. Journal of Korean Academy of Nursing Administration. 2013;19(2):282-291. https://doi.org/10.11111/jkana.2013.19.2.282   DOI
17 Hwang SY, Jang KS. Perception about problem-based learning in reflective journals among undergraduate nursing students. Journal of Korean Academy of Nursing. 2005;35(1):65-76. https://doi.org/10.4040/jkan.2005.35.1.65   DOI
18 Roberts C, Stark P. Readiness for self-directed change in professional behaviours: Factorial validation of self-reflection and insight scale. Medical Education. 2008;42(11):1054-1063. https://doi.org/10.1111/j.1365-2923.2008.03156.x   DOI
19 Kember D, Leung DYP, Jones A, Loke AY, McKay J, Sinclair K, et al. Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education. 2000;25(4):381-395. https://doi.org/10.1080/713611442   DOI
20 Chen SY, Lai CC, Chang HM, Hsu HC, Pai HC. Chinese version of psychometric evaluation of self-reflection and insight scale on Taiwanese nursing students. Journal of Nursing Research. 2016;24(4):337-346. https://doi.org/10.1097/JNR.0000000000000132
21 Asselin ME, Fain JA. Effect of reflective practice education on self-reflection, insight, and reflective thinking among experienced nurses: A pilot study. Journal for Nurses in Professional Development. 2013;29(3):111-119. https://doi.org/10.1097/nnd.0b013e318291c0cc   DOI
22 Polit DF, Beck CT. Nursing research: Generating and assessing evidence for nursing practice. 9th ed. Philadelphia, PA: Lippincott Williams & Wilkins; 2012. p. 359.
23 Costello AB, Osborne JW. Best Practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation. 2005;10(7):1-9.
24 Jackson DL. Revisiting sample size and number of parameter estimates: Some support for the N:q hypothesis. Structural Equation Modeling: A Multidisciplinary Journal. 2003;10(1): 128-141. https://doi.org/10.1207/S15328007SEM1001_6   DOI
25 Bae BR. Structural equation modeling with Amos 19: Principles and practice. Seoul: Chungram Books; 2014. p. 1-673.
26 Busch AK, Rockenbauch K, Schmutzer G, Brahler E. Do medical students like communication? Validation of the German CSAS (Communication Skills Attitude Scale). GMS Journal for Medical Education. 2015;32(1):1-21. https://doi.org/10.3205/zma000953
27 Williams B, Onsman A, Brown T. Exploratory factor analysis: A five-step guide for novices. Journal of Emergency Primary Health Care. 2010;8(3):1-13.
28 Fabrigar LR, Wegener DT, MacCallum RC, Strahan EJ. Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods. 1999;4(3):272-299.   DOI
29 Harlak H, Dereboy C, Gemalmaz A. Validation of a Turkish translation of the communication skills attitude scale with Turkish medical students. Education for Health. 2008;21(1):55.