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 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.
School of Education, University of Pittsburgh, USA.
C A
CA
Stone
L J
LJ
Davidson
J L
JL
Evans
M A
MA
Hansen
D000328:Adult; D002983:Clinical Competence / Q000592:standards*; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000592:standards*; D004521:Educational Measurement / Q000379:methods; D006801:Humans; D017145:Models, Educational; D015402:Nursing Education Research / Q000379:methods*; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking; D014481:United States