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Background <p>The ability of nursing students to reflect may change their thinking and potentially impact their clinical self-efficacy. This study aims to determine the role of reflective capacity in the clinical self-efficacy of nursing students.</p> Methods <p>This cross-sectional study was conducted on nursing students at Yazd Branch, Islamic Azad University/Iran, in 2024. A total of 199 nursing students were selected through a census method. To collect data, the demographic information form, the reflective capacity scale (RCS), and self-efficacy in clinical performance (SECP) for nursing students were used. Data analysis was performed using descriptive and inferential statistics with SPSS 20 software.</p> Results <p>The mean reflective capacity of the students was 4.39 ± 0.51, with the highest and lowest mean scores associated with the dimension of active self-appraisal (4.58 ± 0.62) and reflective-in-action (4.23 ± 0.67), respectively. The mean score of clinical self-efficacy was 119.98 ± 20.91. A direct and significant correlation was found between reflective capacity and clinical self-efficacy (<i>r</i> = 0.366, <i>p</i> &lt; 0.001). Also, the findings indicated that reflective capacity predicted 13% of students’ clinical self-efficacy (β = 0.92, <i>p</i> &lt; 0.001).</p> Conclusion <p>Nursing students with higher reflective capacity have greater clinical self-efficacy. Therefore, reflection should be guided and facilitated by nursing educators. Nursing educators can use innovative teaching methods to enhance the development of reflective capacity, subsequently leading to improved clinical self-efficacy.</p>

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The role of reflective capacity in clinical self-efficacy of nursing students: a cross-sectional study

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  • 发表日期：

    2025年4月26日

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  • Maasoumeh Barkhordari-Sharifabad,
  • Zeynab Alipour,
  • Reyhane Jahantab

摘要

Background

The ability of nursing students to reflect may change their thinking and potentially impact their clinical self-efficacy. This study aims to determine the role of reflective capacity in the clinical self-efficacy of nursing students.

Methods

This cross-sectional study was conducted on nursing students at Yazd Branch, Islamic Azad University/Iran, in 2024. A total of 199 nursing students were selected through a census method. To collect data, the demographic information form, the reflective capacity scale (RCS), and self-efficacy in clinical performance (SECP) for nursing students were used. Data analysis was performed using descriptive and inferential statistics with SPSS 20 software.

Results

The mean reflective capacity of the students was 4.39 ± 0.51, with the highest and lowest mean scores associated with the dimension of active self-appraisal (4.58 ± 0.62) and reflective-in-action (4.23 ± 0.67), respectively. The mean score of clinical self-efficacy was 119.98 ± 20.91. A direct and significant correlation was found between reflective capacity and clinical self-efficacy (r = 0.366, p < 0.001). Also, the findings indicated that reflective capacity predicted 13% of students’ clinical self-efficacy (β = 0.92, p < 0.001).

Conclusion

Nursing students with higher reflective capacity have greater clinical self-efficacy. Therefore, reflection should be guided and facilitated by nursing educators. Nursing educators can use innovative teaching methods to enhance the development of reflective capacity, subsequently leading to improved clinical self-efficacy.