Validation of the scale of reflective practice in clinical settings among nursing students in Morocco

Abstract

Background and SettingThe Clinical Practice Reflection Questionnaire (CPRQ) for Nursing Students is a reliable assessment tool used to evaluate students’ reflective practice in clinical settings. However, its validation in the French and Moroccan context and its utilization in nursing education require further investigation. ObjectiveThis study aims to verify the validity of the French version of the CPRQ, specifically translated and adapted for nursing students. ParticipantsThe study included two purposive samples of nursing students from the Higher Institute of Nursing Professions and Health Techniques (HINPHT) in Fez, along with its affiliated campuses in Meknes and Taza. The first sample consisted of 400 nursing students from various academic backgrounds in their second or third year of study. The second sample comprised 800 nursing students. Design and MethodsAn exploratory factor analysis (EFA) was performed on the sample of 400 participants to identify the underlying factor structure. The EFA revealed six factors, which were further validated using confirmatory factor analysis (CFA) on the larger sample of 800 participants. ResultsThe principal factor analysis showed that the CPRQ consists of six factors, explaining 80.78% of the total variance. These factors are essential dimensions of the CPRQ, capturing a significant amount of variability in the scores. The reliability analysis indicated a Cronbach's alpha coefficient of 0.720, indicating good internal consistency. The model's fit indices in the CFA demonstrated high levels of agreement, confirming the strong performance and favorable fit of the measurement model. The CFA also confirmed the original structure proposed by Bijani et al. in 2021, encompassing factors such as professional competence, internal sources of motivation, stimulating clinical context, dynamic organizational atmosphere, reflection-based self-management, and dynamic professional growth. ConclusionsThe findings of this study provide empirical evidence supporting the validity and reliability of the French version of the CPRQ scale as an effective tool for evaluating nursing students’ reflection skills in clinical practice. The validated scale can be confidently employed by nursing educators to assess students’ reflective abilities in a rigorous and consistent manner.