Abstract
Purpose:The purpose of this study was to develop a revised version of the clinical critical thinking skills test (CCTS) and to subsequently validate its performance.Methods:This study is a secondary analysis of the CCTS. Data were obtained from a convenience sample of 284 college students in June 2011. Thirty items were analyzed using item response theory and test reliability was assessed. Test-retest reliability was measured using the results of 20 nursing college and graduate school students in July 2013. The content validity of the revised items was analyzed by calculating the degree of agreement between instrument developer intention in item development and the judgments of six experts. To analyze response process validity, qualitative data related to the response processes of nine nursing college students obtained through cognitive interviews were analyzed.Results:Out of initial 30 items, 11 items were excluded after the analysis of difficulty and discrimination parameter. When the 19 items of the revised version of the CCTS were analyzed, levels of item difficulty were found to be relatively low and levels of discrimination were found to be appropriate or high. The degree of agreement between item developer intention and expert judgments equaled or exceeded 50%.Conclusion:From above results, evidence of the response process validity was demonstrated, indicating that subjects respondeds as intended by the test developer. The revised 19-item CCTS was found to have sufficient reliability and validity and will therefore represents a more convenient measurement of critical thinking ability.
Highlights
The need for critical thinking in the field of nursing has recently been emphasized, resulting in the proliferation of pertinent studies [1,2]
The Korea Institute of Curriculum and Evaluation defines the concept of critical thinking as thinking intended to grasp the logical structure and meaning of texts in order to make best judgments concerning concepts, criteria, contexts, and methods so as to decide whether to accept certain opinions or whether to conduct certain acts [3]
Critical thinking skills are dependent on the specific conditions and context of the field or time period
Summary
The need for critical thinking in the field of nursing has recently been emphasized, resulting in the proliferation of pertinent studies [1,2]. The current measurements used to evaluate general critical think-. Critical thinking skills are dependent on the specific conditions and context of the field or time period. Existing studies are limited in that they examine general critical thinking skills using instruments that fail to account for the context of clinical conditions. Critical thinking as a concept is a key objective within nursing education and practice, few standardized instruments have been developed to measure critical thinking levels for the field of nursing. An instrument needs to be developed that can measure critical thinking skills while accounting for specific geographical, cultural, and clinical contexts
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