学习者反思能力提升评价工具的汉化及信效度检验

doi:10.3761/j.issn.1672-9234.2021.10.011

摘要/Abstract

摘要：

目的形成中文版学习者反思能力提升评价工具并进行信效度检验。方法对英文版学习者反思能力提升评价工具进行翻译、回译和文化调试;选取6名专家进行3轮函询并评价工具的内容效度;选取50篇以“护理职业角色转变”为主题的新护士的反思日记,由3名评价者用中文版学习者反思能力提升评价工具对这些反思日记进行评价,用评价数据检验工具的鉴别度、同质性和信度。结果中文版学习者反思能力提升评价工具所有条目的高低分组得分差异均有统计学意义（t=4.210~9.121,P<0.001）,共同性值为0.318~0.718,因素负荷量为0.564~0.847;各条目内容效度系数为0.83~1;工具的Cronbach’s α系数为0.833,重测信度为0.618（P<0.01）,3名评价者组内相关系数为0.681（P<0.05）。结论中文版学习者反思能力提升评价工具具有较好鉴别度、同质性和信效度,能有效测量新护士的反思能力,可为临床护理者反思培训效果评价和个性化反馈提供依据。

关键词: 反思, 评价工具, 汉化, 信度, 效度

Abstract:

Objective To translate the Reflection Evaluation for Learners’ Enhanced Competencies Tool（REFLECT） into Chinese and to test its reliability and validity. Methods The REFLECT was translated forward and backward after which cultural adaptation was completed. Then the Chinese version（C-REFLECT）was reviewed by six experts with relevant expertise to test its content validity. Fifty diaries from the new graduate nurses were evaluated by three individuals using the C-REFLECT to verify its reliability. Results Statistical significance was shown between the high score group and the low score group evaluated by the C-REFLECT（t=4.210~9.121,P<0.001）. The commonality scores ranged from 0.318 to 0.718 while factor loadings were from 0.564 to 0.847. Content validity coefficients were from 0.83 to 1. Cronbach’s α coefficient was 0.833 and test-retest reliability was 0.618（P<0.01）.Interrater reliability among three individuals was 0.681（P<0.05）. Conclusion The C-REFLECT was valid and reliable as an analytical tool for reflective diary evaluation. It can be used to assess the reflection ability of new nurses. Besides,it can provide reference for reflection training and individual feedbacks.

Key words: Reflection, Evaluation tool, Convert into Chinese, Reliability, Validity

潘靖菁,赵霖,彭吉娜,章静意,陈小芳. 学习者反思能力提升评价工具的汉化及信效度检验[J]. 中华护理教育, 2021, 18(10): 915-919.

PAN Jing-jing,ZHAO Lin,PENG Ji-na,ZHANG Jing-yi,CHEN Xiao-fang. Reliability and validity of the Reflection Evaluation for Learners’ Enhanced Competencies Tool[J]. Chinese Journal of Nursing Education, 2021, 18(10): 915-919.

图/表 1

参考文献 18

[1]	Jefferies D, McNally S, Roberts K, et al. The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice:a systematic review[J]. Nurse Educ Today, 2018, 60:84-91. doi: 10.1016/j.nedt.2017.09.020
[2]	Brown Tyo M, McCurry MK. An integrative review of clinical reasoning teaching strategies and outcome evaluation in nursing education[J]. Nurs Educ Perspect, 2019, 40(1):11-17. doi: 10.1097/01.NEP.0000000000000375
[3]	Bjerkvik LK, Hilli Y. Reflective writing in undergraduate clini-cal nursing education:a literature review[J]. Nurse Educ Pract, 2019, 35:32-41. doi: S1471-5953(17)30866-1 pmid: 30660960
[4]	吴秀娟, 张浩. 基于反思的深度学习实验研究[J]. 远程教育杂志, 2015, 33(4):67-74.
	Wu XJ, Zhang H. An experimental research on reflection-based deep learning[J]. J Distance Educ, 2015, 33(4):67-74.
[5]	Uygur J, Stuart E, De Paor M, et al. A best evidence in medical education systematic review to determine the most effective teaching methods that develop reflection in medical students:BEME Guide No. 51[J]. Med Teach, 2019, 41(1):3-16. doi: 10.1080/0142159X.2018.1505037 pmid: 30634872
[6]	徐志芳, 孙玉梅. 反思日志在临床护理教学中应用的研究进展[J]. 中国护理管理, 2017, 17(1):79-82.
	Xu ZF, Sun YM. The effect of reflective journal used in clinical nursing teaching:a review of the qualitative literature[J]. Chin Nurs Manag, 2017, 17(1):79-82.
[7]	Hughes JA, Cleven AJ, Ross J, et al. A comprehensive reflective journal-writing framework for pharmacy students to increase self-awareness and develop actionable goals[J]. Am J Pharm Educ, 2019, 83(3):6554. doi: 10.5688/ajpe6554
[8]	Carter AG, Creedy DK, Sidebotham M. Critical thinking evaluation in reflective writing:development and testing of carter assessment of critical thinking in midwifery(reflection)[J]. Midwifery, 2017, 54:73-80. doi: 10.1016/j.midw.2017.08.003
[9]	Wald HS, Borkan JM, Taylor JS, et al. Fostering and evaluating reflective capacity in medical education:developing the REFLECT rubric for assessing reflective writing[J]. Acad Med, 2012, 87(1):41-50. doi: 10.1097/ACM.0b013e31823b55fa
[10]	Wald HS, Davis SW, Reis SP, et al. Reflecting on reflections:enhancement of medical education curriculum with structured field notes and guided feedback[J]. Acad Med, 2009, 84(7):830-837. doi: 10.1097/ACM.0b013e3181a8592f
[11]	Reis SP, Wald HS, Monroe AD, et al. Begin the BEGAN(The Brown Educational Guide to the Analysis of Narrative)-a framework for enhancing educational impact of faculty feedback to students’ reflective writing[J]. Patient Educ Couns, 2010, 80(2):253-259. doi: 10.1016/j.pec.2009.11.014
[12]	Sousa VD, Rojjanasrirat W. Translation,adaptation and validation of instruments or scales for use in cross-cultural health care research:a clear and user-friendly guideline[J]. J Eval Clin Pract, 2011, 17(2):268-274. doi: 10.1111/jep.2011.17.issue-2
[13]	吴明隆. 问卷统计分析实务:SPSS操作与应用[M]. 2版. 重庆: 重庆大学出版社,2016:188, 190,238-239.
	Wu ML. Statistical analysis of questionnaires:SPSS operation and application[M]. 2nd ed. Chongqing: Chongqing University Press,2016:188, 190,238-239.
[14]	Almanasreh E, Moles R, Chen TF. Evaluation of methods used for estimating content validity[J]. Res Social Adm Pharm, 2019, 15(2):214-221. doi: S1551-7411(18)30268-7 pmid: 29606610
[15]	Altman DG. Practical statistics for medical research[M]. Boca Raton: CRC Press, 1999.
[16]	Ottenberg AL, Pasalic D, Bui GT, et al. An analysis of reflective writing early in the medical curriculum:the relationship between reflective capacity and academic achievement[J]. Med Teach, 2016, 38(7):724-729. doi: 10.3109/0142159X.2015.1112890 pmid: 26609870
[17]	Whitmore CA, Sakai J, Mikulich-Gilbertson SK, et al. A four-week reflective writing program in the psychiatry clerkship:testing effects on reflective capacity[J]. Acad Psychiatry, 2019, 43(2):171-174. doi: 10.1007/s40596-018-0926-2
[18]	Wald HS, White J, Reis SP, et al. Grappling with complexity:medical students’ reflective writings about challenging patient encounters as a window into professional identity formation[J]. Med Teach, 2019, 41(2):152-160. doi: 10.1080/0142159X.2018.1475727