Chinese Version of Psychometric Evaluation of Self-Reflection and Insight Scale on Taiwanese Nursing Students
中文版自我反思與覺察量表之心理評量評估：以台灣護生為例
背景 自我反思（亦稱反思）是內在歷程，不易感知和評估。自我反思量表是教師評估學生學習歷程的工具，據此，教師得以依據學生的需要調整教育方法。目的 將自我反思與覺察量表（self-reflection and insight scale, SRIS）譯成中文，評估其心理計量特性。方法 採橫斷式研究設計，分兩階段，樣本是南部兩所專科學校護生：四年級361 人（階段一），五年級703人（階段二）。護生填寫中文版自我反思與覺察量表（SRIS-C）、批判思考意向量表（Taiwan critical thinking disposition inventory, TCTDI）、以及護理師角色認同問卷，資料收集於2012 年12月及2013 年5月。以探索性因素分析階段一的資料找出自我反思與覺察量表的因素結構，再以確認性因素分析法以階段二的資料驗證模式適配度。結果 從英文版自我反思與覺察量表的20題刪除8題後的12題，分別落入兩因素，一為自我反思、另一為覺察，且具相當好的模式適配度。其總量表和兩分量表之內部一致性alpha值分別為.79、.87、.83；三星期的再測信度.74；與批判思考意向（TCTDI）、護理師角色認同的相關值達統計學上顯著水準，表示此量表具良好的聚合效度結論／實務應用 中文版自我反思與覺察量表具有相當好的心理計量特性。此量表提供護理教育者在評估學生自我反思與覺察以及進而發展能促進學生反思與覺察技巧之策略的參考。
Background: Self-reflection (also known as reflection) is an internal process that is difficult to perceive or assess. An instrument that is able to measure self-reflection may serve as a resource for educators to assess the learning process of students and to tailor education approaches to student needs. Purpose: The aim of this study was to translate the Self- Reflection and Insight Scale (SRIS) into Chinese and evaluate its psychometric properties for use with Taiwanese nursing students. Methods: For this cross-sectional study, nursing students were recruited from two nursing schools in southern Taiwan in two phases: Phase 1, which included 361 fourth-year students, and Phase 2, which included 703 fifth-year students. Data were collected in December 2012 and May 2013 using the Chinese version of the SRIS (SRIS-C), Taiwan Critical Thinking Disposition Inventory, and the Perceived Identity as a Nurse Questionnaire, which was developed by the author. In Phase 1, exploratory factor analysis was used to explore the factor structure of the SRIS-C in the fourth-year student participants. In Phase 2, confirmatory factor analysis was used to determine the fitness of the model for the fifth-year student participants. Results: Eight items were deleted from the original SRIS to create the SRIS-C. Thus, the Chinese-version measure had 12 items and two factors (self-reflection and insight) that fit the data well. The Cronbach's alpha coefficients for the total scale and its two subscales were .79, .87, and .83, respectively. The 3-week test-retest reliability was .74. SRIS-C scores correlated significantly with scores on the Taiwan Critical Thinking Disposition Inventory and the Perceived Identity as a Nurse Questionnaire, indicating good convergent validity for the SRIS-C. Conclusions: The current study showed that the SRIS-C has sound psychometric properties. This instrument provides nurse educators with information that may be used to evaluate the self-reflection and insight of students and to develop interventions to effectively improve these skills in Chinese-language-based nursing education.
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