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Validation of Yoon's Critical Thinking Disposition Instrument * Hyunsook Shin, PhD, RN, CPNP * Kaka Shim, MSN, RN, Doctoral candidate * Yu-nah Lee, MSN, RN, Doctoral student * Hyunhee Ma, MSN, RN, Doctoral student * Dahae Rim, BSN, RN, Master student * Hyojin Kim, MSN, RN, Doctoral student * Hyejin Kim, MSN, RN * College of Nursing Science, Kyung Hee University 1
Introduction Critical thinking has been recognized as a critical competency for professional nurse. Simulation strategies in nursing education has been used to enhance students critical thinking abilities. The lack of reliable and valid evaluation tools targeting Korean nursing students' critical thinking(ct) abilities has been reported as one of the barriers to instructing and evaluating students in undergraduate programs. Yoon's Critical Thinking Disposition(YCTD) instrument was developed for Korean nursing students, but few studies have assessed its validity and reliability. 2
Study Purpose To validate the Yoon s Critical Thinking Disposition (YCTD) instrument. to identify its cross-sectional and longitudinal measurement invariance. 3
Methods Study Design A validation study of the YCTD using cross-sectional and longitudinal data from a multi-site, pre-test, post-test study on the effect of a nursing education. Participants 345 nursing students enrolling in the pediatric nursing practicum between February and December in 2012 and 2013 at three universties in Seoul, Korea. 4
Methods Study process YCTD score before & after practicum Group invariance test Validity of YCTD 5
Yoon s Critical Thinking Disposition (YCTD) instrument. YCTD based on CCTDI CT CT disposition Prudence Systematicity Cognitive skills Objectivity Fairness Self-confidence Healthy skepticism eagerness/curiosity <CCTDI: the California Critical Thinking Disposition Inventory> 6
YCDT Instrument Domain Item 1 2 3 4 5 Confidence Eager Fairness Objectivity 17. I think I can get through any complicated problem. 19. I m handling complicated problems by my criteria 23. I don t decide depending on others opinion 27. I believe my inference to solve the problem 13. I continually look for pieces of information related to solving a problem. 15. I willingly to solve a complicated problem 20. When I have a question, I try to get the answer 21. I m trying to understand how the unknown thing works 22. When I confront a problem, I try hard to find an answer until solving it. 1. I turn my mistake into an opportunity to learn. 5. I willingly accept the proved truth though having different opinion. 24. I willingly to accept a criticism on my opinion 26. I evaluate fairly either my opinion or others 3. I have a reasonable proof 6. I think any opinion needs to have a reliable reason to insist. Prudence Skepticism Systematicity 8. I explain reasons if I don t agree with others 2. When I am questioned, I think twice before I give my answer. 4. I tend to make a decision hastily without considering a matter carefully 14. I tend to act rashly and carelessly when I face a difficulty 18. I don t judge rush 7. I prefer to think differently from others and routines 10. Although something is already set firmly, I have questions on it. 12. I continually evaluate whether my thought is right or not. 16. When I see the world, I see it with a questioning mind. 9. When I judge a matter, I judge objectively. 11. I have a reputation of being a rational person 25. When I solve or judge a problem, I utilized a collections of data by organizing it systematically 7
Data Collection Ethics Student participants were introduced to the study and were asked to use the YCTD to evaluate their CT before and after a clinical pediatric nursing practicum at each sites. The simulation curriculum in this practicum was developed to enhance participants critical thinking. Institutional Review Board approved the research prior to the study. 8
Data collection procedure Sites Pre Simulation Post School A School B Pre CT Demographic Clinical pediatric nursing practicum Post CT School C 9
Instruments Critical Thinking Disposition Instruments Yoon's CTD Instrument (2008) 27 items, 5-point Likert scale 7 subscales : Objectivity / Prudence / Systematicity Cronbach's α of.844 Intellectual eagerness & curiosity / Intellectual fairness Healthy skepticism / CT self-confidence 10
Statistical Analysis Reliability Cronbach s α Validity Confirmatory factor analysis using the Structural Equation Model(SEM) in STATA Measurement Invariance Configural invariance across & within groups Factor loading invariance across & within groups Scalar invariance Residual invariance 11
Results: Reliability of the YCTD Cronbach s α =.84 12
Results: Validity - Standardized factor loadings for the seven-factor model 13
Results: Validity -> Model fit statistics for CFAs Overall Between groups(n=248) Within a group(n=168) Seven-factor One-factor School A (N=100) School B (N=75) School C (N=73) Prepracticum Postpracticum Chi- 1079.697 2058.740 542.851 501.930 706.061 521.860 506.638 square p<0.001 p<0.001 p<0.001 p<0.001 p<0.001 p<0.001 p<0.001 RMSEA 0.063 (0.059-0.067) 0.091 (0.087-0.094) 0.074 (0.064-0.084) 0.077 (0.065-0.089) 0.078 (0.07-0.085) 0.059 (0.049-0.069) 0.064 (0.054-0.074) AIC 34446.286 35383.329 3844.922 6465.583 11899.201 8516.035 7437.394 BIC 34903.094 35746.088 4078.549 6741.955 12245.814 8839. 681 7741.722 CFI 0.809 0.572 0.797 0.732 0.745 0.810 0.847 CD 0.999 0.867 0.999 0.999 0.999 0.998 0.999 SRMR 0.071 0.078 0.100 0.091 0.084 0.086 0.105 14
Results: Measurement invariance > Cross-sectional & Longitudinal validity 15
Results Measurement invariance Table 4. Summary of fit statistics for testing measurement invariance of the seven-factor YCTD 16
Discussion I Cross-sectional, longitudinal validity and Construct validity of the seven-factor model Multi-group CFA findings Strong invariance btw groups/weak invariance within groups specification search procedures to find the non-invariant items Intercept differences Actual mean group differences CT scores 17
Discussion II The goodness-of-fit of the model Seven > One-factor model Supporting the theoretical framework of the original YCTD(CCTDI) Self-assessed instrument Useful for motivating and educating nursing students At the same time, difficult to measure CT 18
Conclusions Effective and unbiased evaluation of students in nursing education requires reliable and valid evaluation instruments. In the study, multi-group CFA using cross-sectional and longitudinal measurement data allowed validation of the YCTD. The YCTD can be used to evaluate Korean nursing students' CT abilities 19
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