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Psychometric properties of a clinical reasoning assessment rubric for nursing education

BACKGROUND: Clinical reasoning is a vital competency for healthcare providers. In 2014, a clinical reasoning assessment rubric (CRAR) composed of analysis, heuristics, inference, information processing, logic, cognition and meta-cognition subdomains was developed for osteopathy students. METHODS: Th...

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Autores principales: Lee, JuHee, Park, Chang Gi, Kim, Sung Hae, Bae, Juyeon
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8456525/
https://www.ncbi.nlm.nih.gov/pubmed/34551737
http://dx.doi.org/10.1186/s12912-021-00695-z
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author Lee, JuHee
Park, Chang Gi
Kim, Sung Hae
Bae, Juyeon
author_facet Lee, JuHee
Park, Chang Gi
Kim, Sung Hae
Bae, Juyeon
author_sort Lee, JuHee
collection PubMed
description BACKGROUND: Clinical reasoning is a vital competency for healthcare providers. In 2014, a clinical reasoning assessment rubric (CRAR) composed of analysis, heuristics, inference, information processing, logic, cognition and meta-cognition subdomains was developed for osteopathy students. METHODS: This study was conducted to verify the validity and reliability of the CRAR in nursing education. A total of 202 case vignette assessments completed by 68 students were used for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The Cronbach’s α coefficient of the CRAR was calculated. RESULTS: The content validity indices ranged from 0.57 to 1.0. The EFA resulted in three factors: assessment in nursing, nursing diagnosis and planning, and cognition/meta-cognition in nursing. The CFA supported a 3-factor model. The Cronbach’s α coefficient of the CRAR was 0.94. This study confirmed the content validity, construct validity, and reliability of the CRAR. Therefore, the CRAR is a useful rubric for assessing clinical reasoning in nursing students. CONCLUSIONS: The CRAR is a standardized rubric for assessing clinical reasoning in nurses. This scale will be useful for the development of educational programs for improving clinical reasoning in nursing education. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12912-021-00695-z.
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spelling pubmed-84565252021-09-22 Psychometric properties of a clinical reasoning assessment rubric for nursing education Lee, JuHee Park, Chang Gi Kim, Sung Hae Bae, Juyeon BMC Nurs Research BACKGROUND: Clinical reasoning is a vital competency for healthcare providers. In 2014, a clinical reasoning assessment rubric (CRAR) composed of analysis, heuristics, inference, information processing, logic, cognition and meta-cognition subdomains was developed for osteopathy students. METHODS: This study was conducted to verify the validity and reliability of the CRAR in nursing education. A total of 202 case vignette assessments completed by 68 students were used for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The Cronbach’s α coefficient of the CRAR was calculated. RESULTS: The content validity indices ranged from 0.57 to 1.0. The EFA resulted in three factors: assessment in nursing, nursing diagnosis and planning, and cognition/meta-cognition in nursing. The CFA supported a 3-factor model. The Cronbach’s α coefficient of the CRAR was 0.94. This study confirmed the content validity, construct validity, and reliability of the CRAR. Therefore, the CRAR is a useful rubric for assessing clinical reasoning in nursing students. CONCLUSIONS: The CRAR is a standardized rubric for assessing clinical reasoning in nurses. This scale will be useful for the development of educational programs for improving clinical reasoning in nursing education. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12912-021-00695-z. BioMed Central 2021-09-22 /pmc/articles/PMC8456525/ /pubmed/34551737 http://dx.doi.org/10.1186/s12912-021-00695-z Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Lee, JuHee
Park, Chang Gi
Kim, Sung Hae
Bae, Juyeon
Psychometric properties of a clinical reasoning assessment rubric for nursing education
title Psychometric properties of a clinical reasoning assessment rubric for nursing education
title_full Psychometric properties of a clinical reasoning assessment rubric for nursing education
title_fullStr Psychometric properties of a clinical reasoning assessment rubric for nursing education
title_full_unstemmed Psychometric properties of a clinical reasoning assessment rubric for nursing education
title_short Psychometric properties of a clinical reasoning assessment rubric for nursing education
title_sort psychometric properties of a clinical reasoning assessment rubric for nursing education
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8456525/
https://www.ncbi.nlm.nih.gov/pubmed/34551737
http://dx.doi.org/10.1186/s12912-021-00695-z
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