Conceptual Framework and Content Validity for the Creighton Competency Evaluation Instrument 2.0© (C-CEI 2.0©)

Abstract

BackgroundNursing education is undergoing a transformational shift toward competency-based education, necessitating psychometrically sound instruments to assess student competence. For the past 15 years, the Creighton Simulation Evaluation Instrument (C-SEI©) and the Creighton Competency Evaluation Instrument (C-CEI©) have gained national and international attention and utilized as assessment methods to evaluate competency. MethodsThe purpose of this study was to revise the C-CEI© and establish content validity of the C-CEI 2.0©. Content validity was established through three content validity surveys, two focus groups, and an iterative process of data collection and analysis and tool revision. ResultsParticipants rated that each item was essential to be included (M=3.70, SD=0.53), was reflective of the category in which it was included (M=3.70, SD=0.57), and was easy to understand (M=3.57, SD=0.65). The overall mean of the three categories combined was positive (M=3.65, SD=0.59). Through an iterative process of conducting and analyzing findings from content validity surveys and focus groups, revisions were made, and the instrument was finalized. ConclusionInitial findings suggest that the C-CEI 2.0© demonstrates strong content validity.