So Young You; Nam Cho Kim

doi:10.4040/jkan.2014.44.2.129

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Original Article
Development of Critical Thinking Skill Evaluation Scale for Nursing Students: So Young You, Nam Cho Kim; Journal of Korean Academy of Nursing 2014;44(2):129-138.
DOI: https://doi.org/10.4040/jkan.2014.44.2.129
Published online: April 30, 2014

¹Department of Nursing, Bucheon University, Bucheon, Korea.

²College of Nursing, The Catholic University of Korea, Seoul, Korea.

Address reprint requests to: Kim, Nam Cho. College of Nursing, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul 137-701, Korea. Tel: +82-2-2258-7405, Fax: +82-2-2258-7772, kncpjo@catholic.ac.kr

• Received: August 6, 2013 • Revised: August 26, 2013 • Accepted: January 23, 2014

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0/) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

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Abstract
NOTES
REFERENCES

Abstract

Purpose
To develop a Critical Thinking Skill Test for Nursing Students.
Methods
The construct concepts were drawn from a literature review and in-depth interviews with hospital nurses and surveys were conducted among students (n=607) from nursing colleges. The data were collected from September 13 to November 23, 2012 and analyzed using the SAS program, 9.2 version. The KR 20 coefficient for reliability, difficulty index, discrimination index, item-total correlation and known group technique for validity were performed.
Results
Four domains and 27 skills were identified and 35 multiple choice items were developed. Thirty multiple choice items which had scores higher than .80 on the content validity index were selected for the pre test. From the analysis of the pre test data, a modified 30 items were selected for the main test. In the main test, the KR 20 coefficient was .70 and Corrected Item-Total Correlations range was .11-.38. There was a statistically significant difference between two academic systems (p=.001).
Conclusion
The developed instrument is the first critical thinking skill test reflecting nursing perspectives in hospital settings and is expected to be utilized as a tool which contributes to improvement of the critical thinking ability of nursing students.
Keywords: Critical thinking; Nursing student; Nursing education

This manuscript is a condensed form of the first author's doctoral thesis from The Catholic University of Korea.

REFERENCES

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Figure 1

Tool development procedure.

Table 1

List of Critical Thinking Skills from Literature Review and Interviews with Clinical Practitioners

^*Best represents of each domain; CVI=Content Validity Index.

Table 2

Item-Total Correlation and Discrimination and Difficulty Indices using Item Response Theory of the Main Test Tool

CTT=Classic test theory; IRT=Item response theory.

Table 3

Differences of Main Test Scores by Academic System: For a Course in Philosophy, and for a Course in PBL or Simulation (N=307)

PBL=Problem based learning.

Table 4

Kuder-Richardson 20 Coefficient of the Main Test Tool

Figure & Data

REFERENCES

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Development of Critical Thinking Skill Evaluation Scale for Nursing Students

J Korean Acad Nurs. 2014;44(2):129-138. Published online April 30, 2014

DOI: https://doi.org/10.4040/jkan.2014.44.2.129

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Development of Critical Thinking Skill Evaluation Scale for Nursing Students

Figure 1 Tool development procedure.

Figure 1

Development of Critical Thinking Skill Evaluation Scale for Nursing Students

Table 1

List of Critical Thinking Skills from Literature Review and Interviews with Clinical Practitioners

^*Best represents of each domain; CVI=Content Validity Index.

Table 2

Item-Total Correlation and Discrimination and Difficulty Indices using Item Response Theory of the Main Test Tool

CTT=Classic test theory; IRT=Item response theory.

Table 3

Differences of Main Test Scores by Academic System: For a Course in Philosophy, and for a Course in PBL or Simulation (N=307)

PBL=Problem based learning.

Table 4

Kuder-Richardson 20 Coefficient of the Main Test Tool

Table 1 List of Critical Thinking Skills from Literature Review and Interviews with Clinical Practitioners

^*Best represents of each domain; CVI=Content Validity Index.

Table 2 Item-Total Correlation and Discrimination and Difficulty Indices using Item Response Theory of the Main Test Tool

CTT=Classic test theory; IRT=Item response theory.

Table 3 Differences of Main Test Scores by Academic System: For a Course in Philosophy, and for a Course in PBL or Simulation (N=307)