Validity evidence for using a general critical thinking test to measure nursing students' critical thinking

This study examined validity evidence for using a general test of critical-thinking skills and dispositions to measure nursing students' critical-thinking abilities. Content evidence indicated strong support for the theoretical framework underlying the test but less support for the way in which...

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Bibliographic Details
Published inHolistic nursing practice Vol. 15; no. 4; p. 65
Main Authors Stone, C A, Davidson, L J, Evans, J L, Hansen, M A
Format Journal Article
LanguageEnglish
Published United States 01.07.2001
Subjects
Adult
Clinical Competence - standards
Curriculum
Education, Nursing, Baccalaureate - standards
Educational Measurement - methods
Humans
Models, Educational
Nursing Education Research - methods
Students, Nursing - psychology
Thinking
United States
United States
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Summary:This study examined validity evidence for using a general test of critical-thinking skills and dispositions to measure nursing students' critical-thinking abilities. Content evidence indicated strong support for the theoretical framework underlying the test but less support for the way in which the critical-thinking constructs were specifically measured. Scores related to critical-thinking skills demonstrated significant but low correlations with grade point averages, were moderately correlated with SAT scores, and were uncorrelated with scores related to critical-thinking dispositions. The evidence suggests that nursing programs may need to reconsider how critical thinking should be measured and evaluated.
ISSN:0887-9311
DOI:10.1097/00004650-200107000-00010