Noncognitive constructs in graduate admissions: an integrative review of available instruments.
In the graduate admission process, both cognitive and noncognitive instruments evaluate a candidate's potential success in a program of study. Traditional cognitive measures include the Graduate Record Examination or graduate grade point average, while noncognitive constructs such as personality, attitude, and motivation are generally measured through letters of recommendation, interviews, or personality inventories. Little consensus exists as to what criteria constitute valid and effective measurements of graduate student potential. This integrative review of available tools to measure noncognitive constructs will assist graduate faculty in identifying valid and reliable instruments that will enhance a more holistic assessment of nursing graduate candidates. Finally, as evidence-based practice begins to penetrate academic processes and as graduate faculty realize the predictive significance of noncognitive attributes, faculty can use the information in this integrative review to guide future research.
Megginson
Lucy
L
Medical University of South Carolina, Charleston, SC, USA. lmeggins@highlands.edu
D001291:Attitude of Health Personnel; D003099:College Admission Test; D015709:Correspondence as Topic; D004511:Education, Nursing, Graduate / Q000458:organization & administration; D006801:Humans; D007407:Interviews as Topic; D009042:Motivation; D015402:Nursing Education Research; D010551:Personality; D010555:Personality Inventory; D011237:Predictive Value of Tests; D011594:Psychometrics; D012107:Research Design; D012570:School Admission Criteria; D013338:Students, Nursing / Q000523:psychology*