Assessing the Reflection in Learning Ability of Nursing Students: Psychometric Properties of Reflection in Learning Scale

Background: Reflection plays an important role in in-depth learning. Reflective ability must develop among students of medical sciences. Objectives: The aim of this study was the psychometric assessment of the Reflection in Learning Scale and evaluating this ability among nursing students. Methods: This descriptive-analytical cross-sectional study was conducted on nursing students of Shahid Sadeghi University of Medical Sciences (Yazd, Iran) in 2019.The participants selected by census. The research was conducted in two phases. In the first phase, the validity (qualitative and quantitative methods), Confirmatory factor analysis and reliability of Reflection in Learning Scale were evaluated. In the second phase, the reflection in learning was assessed using this tool. Data were analyzed using descriptive and analytical tests by SPSS software. Results: The content and face validity of the scale were confirmed. Internal consistency of the instrument was 0.92 using Cronbach's alpha coefficient and ICC of 0.90 determined. Confirmatory factor analysis revealed acceptable indices: goodness of fit index =0.89, standardized root mean square residual (SRMR) = 0.06, root mean square error of approximation = 0.18. Learners' reflection ability with a mean score of 4.37 ± 1.04 was at a moderate level. Conclusion: The Persian version of Reflection in Learning Scale is a valid and reliable tool and can be used to assess reflection abilities in learners. Nursing students' reflection ability was at a moderate level. Therefore, planning to assess reflection ability in nursing education by the tool is recommended. Keywords: Reflection Ability, Learning, Validity, Reliabilit