Reflective capacity in nurses in specialist education: Swedish translation and psychometric evaluation of the Reflective Capacity Scale of the Reflective Practice Questionnaire

Gustafsson, Silje; Engström, Åsa; Gabrielsson, Sebastian

doi:10.1002/nop2.659

Cited by 12 publications

(10 citation statements)

References 15 publications

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“…This mean was 4.27 ± 0.68 in mental health professionals and 3.51 ± 1.02 in the general population [ 4 ]. Gustafsson et al (2021) conducted their study on nurses enrolled in advanced level specialized training at two universities in northern Sweden and showed that the mean score of reflective capacity was 4.19 [ 31 ]. The results of a study on students in Spain indicated that students’ reflective capacity was at an almost average level (3.88) [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

“…Participants in the study by Priddis and Rogers (2018) obtained the highest mean in the dimension of RO (4.69 ± 0.68) and the lowest mean in the dimension of RiA (4.31 ± 0.70); the mean SA score in their study was 4.46 ± 0.74 [ 25 ]. In the study by Gustafsson et al (2021), the lowest mean was related to RiA (3.879) [ 31 ]. RO having the lowest mean in the current study may be attributed to culture.…”

Section: Discussionmentioning

confidence: 99%

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Medical students’ reflective capacity and its role in their critical thinking disposition

Khoshgoftar

Barkhordari-Sharifabad

2023

BMC Med Educ

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Background Developing reflective capacity and critical thinking is one of the prerequisites of education in health professions, especially medicine. This study aimed to determine the reflective capacity of medical students and its role in their critical thinking disposition. Methods In this cross-sectional descriptive research, conducted in 2022, a total of 240 medical intern students were selected using the convenient sampling method. Data were collected using a reflective capacity questionnaire and critical thinking disposition questionnaire and analyzed with descriptive and inferential statistics using SPSS20. Results The mean reflective capacity was 4.53 ± 0.50, and mean critical thinking disposition was 127.52 ± 10.85. Among the dimensions of reflection, “active self-appraisal (SA)” and “reflective with others (RO)” had the highest and lowest means, respectively. The dimensions of critical thinking disposition with the highest and lowest means were related to innovation and intellectual maturity, respectively. Reflective capacity and its dimensions were found to have a direct and statistically significant relationship with critical thinking disposition and its dimensions. Regression analysis results showed that reflective capacity accounts for 28% of students’ critical thinking disposition. Conclusion The relationship between students’ reflective capacity and their critical thinking disposition has rendered reflection as one of the necessary components of medical education. Thus, determining the learning activities by considering the reflection process and models will be very effective in creating and strengthening critical thinking disposition.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Medical students’ reflective capacity and its role in their critical thinking disposition

Khoshgoftar

Barkhordari-Sharifabad

2023

BMC Med Educ

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“…Among them, TSS was adapted from the theory of adult learning in the school organization support scale [ 44 ]. PF was adapted from the reflective capacity scale [ 45 ]. TSI was adapted from the Reflective Practice Questionnaire [ 38 ].…”

Section: Methodsmentioning

confidence: 99%

Exploring the Key Influencing Factors on Teachers’ Reflective Practice Skill for Sustainable Learning: A Mixed Methods Study

Chen

2022

IJERPH

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In 2019, the United Nations released “Education for Sustainable Development for 2030”, emphasizing that sustainable learning is an important component of education for sustainable development, as it can enable learners to master the knowledge and skills required to keep learning in a variety of circumstances. To better understand teachers’ sustainable learning within the context of education, this study used a comprehensive method combining quantitative analysis and qualitative analysis to examine the key factors that influence teachers’ reflective practice skill through educational practice for sustainable learning. A total of 349 teachers responded to the survey. Based on the quantitative results, 10 teachers were chosen for qualitative analysis. Results showed that teaching support service, peer feedback, teacher–student interaction, and personal goal orientation were found to have a significant impact on teachers’ reflective practice skill, which is beneficial for promoting sustainable learning. Interestingly, the direct impact of pedagogical self-efficacy on reflective practice skill was not observed. The following qualitative research yielded five topics on teaching support service, peer feedback, teacher–student interaction, pedagogical self-efficacy, and personal goal orientation. These topics helped to explain the results of the quantitative analysis. The findings of the proposed model were conducive to understanding the mechanism that affects teachers’ reflective practice skill as well as providing practical implications for teachers’ sustainable learning in educational practice.

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“…Studies have been conducted utilising the RPQ with medical students ( Bari et al, 2021 ; Horst et al, 2019 ; Khoshgoftar & Barkhordari-Sharifabad, 2023a , 2023b ; Lee et al, 2023 ; Rogers et al, 2019 ; Schwartz et al, 2020 ; Van Winkle et al, 2021 , 2022 ), surgeons/physicians ( Aitken et al, 2021 ; Whelehan, Conlon & Ridgway, 2021 ), nurses ( Aitken et al, 2021 ; Al-Osaimi, 2022 ; Gabrielsson et al, 2022 ; Gustafsson et al, 2020 ; Khalil & Hashish, 2022 ), psychologists ( Sadusky & Spinks, 2022 ), allied health professionals ( Aurora, Mawren & Fullam, 2023 ; Or & Golba, 2023 ; Parrott et al, 2023 ), pre-service teachers ( Day, Webster & Killen, 2022 ; Fuertes-Camacho, Dulsat-Ortiz & Alvarez-Canocas, 2021 ), qualified teachers ( Chen & Chen, 2022 ; Gross, 2020 ; Moeder-Chandler, 2020 ), and sport coaches ( Da Silva et al, 2022 ). In these studies the RPQ has been used for a range of purposes, such as assessment of the reliability of the RPQ scales ( e.g ., Gustafsson et al, 2020 ), comparison between different sub-groups of participants ( e.g ., Day, Webster & Killen, 2022 ), and comparison across different time points to explore student development ( e.g ., Van Winkle et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…In response to this we published a follow up article in 2019 proposing a single reflective practice score by averaging across the four reflective practice sub-scales of the RPQ ( Rogers et al, 2019 ). We were not surprised to see most of the subsequent studies utilising the RPQ made use of this more simplified conceptualisation of the reflective practice measure ( Al-Osaimi, 2022 ; Bari et al, 2021 ; Da Silva et al, 2022 ; Day, Webster & Killen, 2022 ; Gabrielsson et al, 2022 ; Gross, 2020 ; Gustafsson et al, 2020 ; Horst et al, 2019 ; Khalil & Hashish, 2022 ; Or & Golba, 2023 ; Schwartz et al, 2020 ; Van Winkle et al, 2021 , 2022 ; Whelehan, Conlon & Ridgway, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Further development of the reflective practice questionnaire

Rogers,

Van Winkle,

Michels

et al. 2024

PeerJ

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Background This article provides an update of the Reflective Practice Questionnaire (RPQ). The original RPQ consisted of 40-items with 10-sub-scales. In this article, the RPQ is streamlined into a 10-item single reflective practice construct, and a 30-item extended version that includes additional sub-scales of confidence, uncertainty/stress, and work satisfaction. Methods A total of 501 university students filled out an online questionnaire that contained the original Reflective Practice Questionnaire, and two general measures of reflection: The Self-Reflection and Insight Scale, and the Rumination-Reflection Questionnaire. Results Based on factor analysis, the RPQ was streamlined into a brief 10-item version, and an extended 30-item version. Small positive correlations were found between the RPQ reflective practice measure and the two measures of general reflection, providing discriminant validity evidence for the RPQ. The RPQ was found to be sensitive to differences among industries, whereas the general measures of reflection were not. Average reflective practice scores were higher for health and education industries compared to retail and food/accommodation industries.

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Reflective capacity in nurses in specialist education: Swedish translation and psychometric evaluation of the Reflective Capacity Scale of the Reflective Practice Questionnaire

Cited by 12 publications

References 15 publications

Medical students’ reflective capacity and its role in their critical thinking disposition

Medical students’ reflective capacity and its role in their critical thinking disposition

Exploring the Key Influencing Factors on Teachers’ Reflective Practice Skill for Sustainable Learning: A Mixed Methods Study

Further development of the reflective practice questionnaire

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