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Factor Analytic Adaptation Study of the Groningen Reflection Ability Scale (GRAS) in Senior Nursing Students
Ebru Akbaş1, Zühal Çamur Demir2
1Burdur Mehmet Akif Ersoy University, Faculty of Health Sciences, Department of Gerontology, Burdur, Turkey.
Background And Purpose:
Reflection is a cyclical and iterative learning process that incorporates critically analyzing experiences, deriving lessons, establishing learning objectives, and implementing newly acquired knowledge in similar situations. This study evaluated the psychometric properties of the Turkish version of the Groningen Reflection Ability Scale (GRAS) among nursing students.
Methods:
This study is a factor analytic investigation with a nested cross-sectional design. This study included 252 fourth-year nursing students and was carried out between 10 March 2024 and 10 May 2024. Data analysis was conducted using the Content Validity Index (CVI), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach's alpha for internal consistency, test-retest reliability, and item-total score correlation.
Results:
The Turkish version of the GRAS consists of 23 items divided into three sub-dimensions: self-reflection, empathic reflection, and reflective communication. The internal consistency and reliability of the overall scale and its three sub-dimensions were acceptable. The three-factor construct validity of the Turkish version, identified through Exploratory Factor Analysis, was successfully confirmed with Confirmatory Factor Analysis.
Conclusion:
The Turkish version of the GRAS is a valid and reliable instrument for evaluating reflective practice skills among fourth-year nursing students in Türkiye.
Implications:
Nursing Practice: Evaluating reflective practice skills plays an important role in enhancing nursing students' critical thinking and their ability to provide patient-centered care. Policy Development and Implementation: Institutional policies should prioritize the standardized evaluation of reflective abilities within nursing education to maintain consistency and effectiveness. Education: Integrating reflection-based strategies into nursing curricula promotes self-awareness and professional growth.
Future Research:
Further studies should investigate the long-term influence of structured reflection on clinical competence and patient outcomes.
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