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Content Validation and Utility of a Critical Reflective Inquiry Assessment Tool.
Marilyn E Asselin1, James A Fain
1Marilyn E. Asselin, PhD, RN-BC, is Associate Professor, College of Nursing, University of Massachusetts Dartmouth. James A. Fain, PhD, RN, BC-ADM, FAAN, is Associate Dean for Academic Affairs, Graduate School of Nursing, University of Massachusetts Medical School, Worcester.
Journal for Nurses in Professional Development
|September 21, 2016
Summary
A new Critical Reflective Inquiry (CRI) Assessment Tool was developed to evaluate reflection in nursing. Clinicians validated the tool, showing its potential for assessing reflective practice in education and orientation.
Area of Science:
- Nursing Education
- Professional Development
- Healthcare Practice
Background:
- Reflection is crucial for developing clinical expertise in nursing.
- Existing methods for assessing reflection in nursing practice may lack specificity.
- The Critical Reflective Inquiry (CRI) Model provides a framework for understanding reflective practice.
Purpose of the Study:
- To develop and validate a Critical Reflective Inquiry (CRI) Assessment Tool.
- To evaluate the tool's clarity, relevance to the CRI Model, and utility in nursing practice.
- To establish the psychometric properties of the CRI Assessment Tool.
Main Methods:
- Development of the CRI Assessment Tool based on the established CRI Model.
- Evaluation of the tool by experienced nurse clinicians.
- Calculation of the Content Validity Index (CVI) for individual items and the overall scale.
Main Results:
- The CRI Assessment Tool was developed and refined through expert review.
- Experienced clinicians found the tool clear, relevant to the CRI Model, and useful for nursing practice.
- Content validity analysis indicated strong agreement among experts regarding the tool's items.
Conclusions:
- The CRI Assessment Tool is a valid instrument for assessing reflection in nursing.
- The tool has significant potential for use in nursing education and orientation programs.
- It can effectively assess the depth, focus, and learning outcomes of reflective practice.
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