Critical reflection develops nurses’ critical thinking and clinical reasoning competency. It is necessary to develop a validated scale to measure critical reflection competency considering the clinical situation and nursing context. Therefore, this study analyzed the concept of critical reflection, developed a scale to measure critical reflection competency, and verified its validity and reliability. The concept of critical reflection and components of the scale were confirmed through literature review and results of previous studies on content analysis. A total of 64 preliminary items were derived on a 5-point Likert scale. The adequacy of vocabulary and expression was checked, and a content validity test was conducted. An I-CVI value of 0.88–1.00 was computed. Construct validity was conducted through an exploratory factor analysis, and data collected from 296 clinical nurses were analyzed. Five factors and nineteen items were derived, and the explanatory power was found to be 53.02%. Cronbach’s α of the scale was 0.853. Future studies need to develop a critical reflection education program and utilize this concept as an educational strategy. We propose a study to verify the effect of applying an educational program using the critical reflection competency scale developed in this study.

This study was conducted to develop a handoff education program for nursing students and examine the effects of it on nursing students'self-efficacy, communication ability, and clinical performance ability. Methods: A quasi-experimental design was used with a nonequivalent control group pretest-posttest method. The experimental group (n=31) received handoff education using SBAR; the control group (n=31) received non-SBAR handoff education. Self-efficacy, communication ability, clinical performance ability were measured to evaluate the effects of the program. Results: The experimental group showed significant improvements in self-efficacy (p<.001), and communication ability (p=.025) compared to the control group. However, there was no significant difference in the clinical performance ability between the groups (p=.618). Conclusion: The results indicate that the handoff education program using SBAR is effective in improving nursing students'self-efficacy and communication ability.

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Background Nursing handoff is an important nursing task that ensures nursing care continuity, quality and patient safety. Nursing handoff competency refers to the ability of the nurse performing the handoff to select and interpret necessary information for patient care and to relay it efficiently to the nurse accepting the handoff. This study aimed to develop a scale to measure nursing handoff competency and verify its validity and reliability. Methods This study adopted a methodological design. A methodological approach was conducted in three phases: (1) scale development through a nursing handoff-related literature review and interviews; (2) construct validity, criterion-related validity, convergent and discrimination validity, and reliability evaluation of the developed scale; (3) standard setting of the scale. Data were collected from 496 clinical nurses currently working in hospital wards, intensive care units, and emergency rooms, and who independently perform a handoff. The validity and reliability of the scale were verified using maximum likelihood exploratory factor analysis with promax factor rotation, confirmatory factor analysis with maximum likelihood estimation, Pearson correlation, Cronbach’s alpha, and Spearman-Brown coefficient. The standard setting of the scale was conducted using the extended Angoff method was used for standard scale setting. Results The Nursing Handoff Competency Scale consisted of 25 items of the four factors: “knowledge on handoff methods”, “identification of patient information,” “judgment and transfer of nursing situation,” and “formation of supportive relationships.” The fitness of the scale revealed good results in confirmatory factor analysis. Construct validity, criterion-related validity, convergent validity, and discrimination validities were verified. The reliability test showed that Cronbach’s α of the whole tool was .912 and the split-half reliability was .846. The cut-off score for satisfied/unsatisfied was 72. Conclusions The developed scale can evaluate the nurse’s handoff competencies. Additionally, the measurement results can be used to compose the contents of the education program.