Assessing the Psychometric Properties of Kember and Leung's Reflection Questionnaire

Autor/inn/en	Lethbridge, Kristen; Andrusyszyn, Mary-Anne; Iwasiw, Carroll; Laschinger, Heather K. S.; Fernando, Rajulton
Titel	Assessing the Psychometric Properties of Kember and Leung's Reflection Questionnaire
Quelle	In: Assessment & Evaluation in Higher Education, 38 (2013) 3, S.303-325 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2011.630977
Schlagwörter	Psychometrics; Questionnaires; Reflection; Factor Analysis; Nursing Students; Foreign Countries; Critical Thinking; Comprehension; Habit Formation; Classroom Environment; Undergraduate Students; Canada + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Fragebogen; Faktorenanalyse; Ausland; Kritisches Denken; Verstehen; Verständnis; Klassenklima; Unterrichtsklima; Kanada
Abstract	Reflective thinking is often stated as a learning outcome of baccalaureate nursing education, and as a characteristic of a competent professional; however, no consistent method exists to assess the extent to which students engage in reflective thinking. To address this need, Kember and Leung developed and tested a self-report questionnaire based on Mezirow's conceptualisation of levels of reflective thinking. The purpose of this study was to test the psychometric properties of the Reflection Questionnaire, developed by Kember and Leung. A convenience sample ("n"?=?538) of third-year baccalaureate nursing students from four collaborative nursing programmes in Ontario was used. Ethical approval was secured from 10 sites. Second-order confirmatory factor analyses (CFA) were used to test the factor structure of the Reflection Questionnaire. This research was part of a larger study on reflective thinking and is a first step in validating a four-level measure of reflective thinking, in educational environments, with baccalaureate nursing students. The results of the second-order CFA provide support for the construct validity of reflective thinking. Results of this study contribute to the evidence supporting the reliability and validity of the questionnaire. Nurse educators can use this information when implementing the questionnaire, and learning the extent to which students are engaging in the reflective thinking process. (Contains 9 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10