Content Validation of Guided Reflection in Clinical Nursing Education (GRCNE) Module.
List of Authors
  • Ashikin Atan , Barkhis Azmi

Keyword
  • GRCNE module, reflective practice, nursing education

Abstract
  • Reflective practice is an essential learning process that enhances critical thinking, adaptation and problem-solving skills among nursing students to face the ever-evolving healthcare system. The Guided Reflection in Clinical Nursing Education (GRCNE) module is developed as part of the effort to empower nurse educators of the nursing training institutions, Ministry of Health, Malaysia to nurture this practice among students in clinical settings. The module is designed to provide a comprehensive and interactive learning experience, focusing on the theoretical foundations, practical application and facilitation of reflective practice in clinical nursing education. This paper presents the content validation of the newly developed GRCNE module involving seven (7) national and international experts with diverse expertise in nursing, education and module development. The content validity achievement (CVA) was calculated and comments on the module were assembled. The GRCNE module scored 85.1% of CVA with individual item scores ranging from 77.1% to 91.4%. The experts further supported the module's efficacy in the open-ended section, with unanimous agreement on its clear and effective presentation. Some amendments were made based on their constructive feedback to enhance real-world applicability. Overall, the GRCNE module shows great promise for enhancing the teaching practices of nurse educators and promoting the integration of reflective practice in nursing education.

Reference
  • [1]. Schwalbe N, Wahl B, Artificial intelligence and the future of global health. The Lancet. 2020;395(10236):1579-1586. https://doi.org/10.1016/S0140-6736(20)30226-9
    [2]. Mogharab V, Ostovar M, Ruszkowski J, et al. Global burden of the COVID-19 associated patient-related delay in emergency healthcare: a panel of systematic review and metaanalyses. Global Health. 2022;18, 58. https://doi.org/10.1186/s12992-022-00836-2
    [3]. Arsenault C, Gage A, Kim MK, et al. COVID-19 and resilience of healthcare systems in ten countries. Nat Med. 2022;28:1314–1324. https://doi.org/10.1038/s41591-022-01750-1
    [4]. Atella V, Piano Mortari, A, Kopinska, J, et al. Trends in age-related disease burden and healthcare utilization. Aging Cell. 2019; 18:e12861. https://doi.org/10.1111/acel.12861
    [5]. Prathapan S, Fernando GVMC, Matthias AT, Bentota Mallawa Arachchige Charuni Y, Abeygunawardhana HMG, Somathilake BGGK. The rising complexity and burden of multimorbidity in a middle-income country. PLoS One. 2020 Dec 11;15(12):e0243614. doi:10.1371/journal.pone.0243614
    [6]. Kantek F, Yıldırım N. The Effects of Nursing Education on Critical Thinking of Students: A Meta-Analysis. Florence Nightingale Hemsire Derg. 2019 Feb;27(1):17-25. doi:10.26650/FNJN363168
    [7]. Von Colln-Appling C, Giuliano D. A concept analysis of critical thinking: A guide for nurse educators. Nurse Educ Today. 2017 Feb;49:106-109. doi: 10.1016/j.nedt.2016.11.007.
    [8]. Chen FF, Chen SY, Pai HC. Self-reflection and critical thinking: the influence of professional qualifications on registered nurses, Contemporary Nurse. 2019;55(1):59-70, doi: 10.1080/10376178.2019.1590154
    [9]. Goh AYS. Rethinking reflective practice in professional lifelong learning using learning metaphors, Studies in Continuing Education, 2019;41(1):1-16, doi: 10.1080/0158037X.2018.1474867
    [10]. Contreras JA, Edwards-Maddox S, Hall A, Lee MA. Effects of reflective practice on baccalaureate nursing students’ stress, anxiety and competency: An integrative review. Worldviews on Evidence-Based Nursing. 2020;17:239-245. https://doi.org/10.1111/wvn.12438
    [11]. Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Medical Teacher 2009;31(8)685-695. https://doi.org/10.1080/01421590903050374
    [12]. Mantzoukas S, Watkinson S. Redescribing reflective practice and evidence-based practice discourses. International Journal of Nursing Practice. 2008;14:129-134. https://doi.org/10.1111/j.1440-172X.2008.00676.x
    [13]. Van Beveren L, Roets G, Buysse A, Rutten K. We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review, (2018); 24: 1–9. https://doi.org/10.1016/j.edurev.2018.01.002
    [14]. Schˆn, D. A. (1983).The reflective practitioner: How professionals think in action. New York: Basic Books.
    [15]. Kolb D. Experiential Learning: Experience As The Source Of Learning And Development; 1984.
    [16]. Gibbs G. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Polytechnic, Oxford; 1988.
    [17]. Johns, C. Becoming a Reflective Practitioner (5th Edition). John Wiley and Sons Ltd; 2017.
    [18]. De Swardt HC, Du Toit H. S, Botha A. Guided reflection as a tool to deal with the theory– practice gap in critical care nursing students. Health SA Gesondheid. 2012;17(1), 1–9. https://doi.org/10.4102/hsag.v17i1.591
    [19]. Naicker K, van Rensburg GH. Facilitation of reflective learning in nursing: Reflective teaching practices of educators. Africa Journal of Nursing and Midwifery. 2018;20(2), 1– 15. https://doi.org/10.25159/2520-5293/3386
    [20]. Kim YH, Min J, Kim SH, Shin S. Effects of a work-based critical reflection program for novice nurses. BMC Medical Education. 2018;18. https://doi.org/10.1186/s12909-018- 1135-0
    [21]. Zhang C, Fan H, Xia J, Guo H, Jiang X, Yan Y. The effects of reflective training on the disposition of critical thinking for nursing students in China: A controlled trial. Asian Nursing Research. 2017;11(3):194–200. https://doi.org/10.1016/j.anr.2017.07.002
    [22]. Summers JA. Developing competencies in the novice nurse educator: An integrative review. Teaching and Learning in Nursing. 2017;12(4): 263–276. https://doi.org/10.1016/j.teln.2017.05.001
    [23]. Shin, S., Lee, I., Kim, J., Oh, E., & Hong, E. (2023). Effectiveness of a critical reflection competency program for clinical nurse educators: a pilot study. BMC nursing, 22(1), 1-8. https://doi.org/10.1186/s12912-023-01236-6
    [24]. Ministry of Health. Diploma in Nursing. Revised 2015.
    [25]. Haynes SN, Richard DCS, Kubany, ES. Content validity in psychological assessment: A functional approach to concepts and methods. Psychological Assessment. 1995;7:238–247. https://doi.org/10.1037/1040-3590.7.3.238
    [26]. Kember D, Leung DYP, Jones A, Yuen Loke A, McKay J, Sinclair K, et al. Development of a Questionnaire to Measure the Level of Reflective Thinking. Assess Eval High Educ. 2000;25(4): 381-39. doi.org/10.1080/713611442
    [27]. Mohd Noah S, Ahmad J. Pembinaan modul: Bagaimana membina modul latihan dan modul akademik. Universiti Putra Malaysia: 2005.
    [28]. Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). New York: Springer.
    [29]. Mahfar M, Noah SM, Senin AA. Development of rational emotive education module for stress intervention of Malaysian boarding school students. SAGE Open. 2019;9(2). https://doi.org/10.1177/2158244019850246
    [30]. Ab Latif R, Mat Nor MZ. Using the ADDIE Model to Develop a Rusnani Concept Mapping Guideline for Nursing Students. Malays J Med Sci. 2020 Dec;27(6):115-127. doi: 10.21315/mjms2020.27.6.11. [31]. Ahmad J. Kesahan, Kebolehpercayaan dan Keberkesanan Modul Program Maju Diri Ke Atas Motivasi Pencapaian Dikalangan Pelajar Sekolah Menengah Negeri Selangor (dissertation on the Internet). Universiti Putra Malaysia; 2002 (cited 2022). Available from: http://psasir.upm.edu.my/id/eprint/9348/
    [32]. Yusoff MSB. ABC of content validation and content validity index calculation. Education in Medicine Journal. 2019;11(2):49–54. https://doi.org/10.21315/eimj2019.11.2.6
    [33]. Katajavuori N, Lindblom-Yl‰nne S, Hirvonen, J. The significance of practical training in linking theoretical studies with practice. High Educ. 2006; 51: 439–464. https://doi.org/10.1007/s10734-004-6391-8
    [34]. Bastable SB. Nurse as educator: Principles of teaching and learning for nursing practice. Jones & Bartlett Learning; 2021.
    [35]. Pivač, S., Skela-Savič, B., Jović, D. et al. Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview. BMC Nurs. 2021; 20(173). https://doi.org/10.1186/s12912-021-00688-y
    [36]. Wrenn J, Wrenn B. Enhancing learning by integrating theory and practice. International Journal of Teaching and learning in higher education. 2009;21(2):258-65.