title: Critical thinking skills in nursing students: comparison of simulation-based performance with metrics.
abstract: OBJECTIVE
  This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios.
  
  
  BACKGROUND
  Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance.
  
  
  METHODS
  In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as 'meeting' or 'not meeting' overall expectations. Test scores were categorized as strong, average, or weak.
  
  
  RESULTS
  Most (75.0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0.277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0.001) using high-fidelity human simulation. The relationship between videotaped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer's V = 0.444, P = 0.029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer's V = 0.413, P = 0.047).
  
  
  CONCLUSIONS
  Students' performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting.
authors.affiliation: University of North Carolina at Greensboro School of Nursing, Greensboro, NC, USA. ljfero@uncg.edu
authors.forename: Laura J
authors.initials: LJ
authors.lastname: Fero
authors.forename: John M
authors.initials: JM
authors.lastname: O'Donnell
authors.forename: Thomas G
authors.initials: TG
authors.lastname: Zullo
authors.forename: Annette DeVito
authors.initials: AD
authors.lastname: Dabbs
authors.forename: Julius
authors.initials: J
authors.lastname: Kitutu
authors.forename: Joseph T
authors.initials: JT
authors.lastname: Samosky
authors.forename: Leslie A
authors.initials: LA
authors.lastname: Hoffman
mesh_terms: D000328:Adult; D002983:Clinical Competence; D018592:Cross-Over Studies; D004506:Education, Nursing; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D015402:Nursing Education Research; D016544:Patient Simulation; D011340:Problem Solving; D011594:Psychometrics; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking; D014743:Videotape Recording; D055815:Young Adult