Medical University of South Carolina, Charleston, SC, USA.
Nurse Educ. 2009 Nov-Dec;34(6):254-61. doi: 10.1097/NNE.0b013e3181bc7465.
In the graduate admission process, both cognitive and noncognitive instruments evaluate a candidate's potential success in a program of study. Traditional cognitive measures include the Graduate Record Examination or graduate grade point average, while noncognitive constructs such as personality, attitude, and motivation are generally measured through letters of recommendation, interviews, or personality inventories. Little consensus exists as to what criteria constitute valid and effective measurements of graduate student potential. This integrative review of available tools to measure noncognitive constructs will assist graduate faculty in identifying valid and reliable instruments that will enhance a more holistic assessment of nursing graduate candidates. Finally, as evidence-based practice begins to penetrate academic processes and as graduate faculty realize the predictive significance of noncognitive attributes, faculty can use the information in this integrative review to guide future research.
在研究生录取过程中，认知和非认知工具都评估了候选人在学习计划中取得成功的潜力。传统的认知衡量标准包括研究生入学考试或研究生平均绩点，而非认知结构，如个性、态度和动机，通常通过推荐信、面试或人格测验来衡量。对于构成研究生潜力的有效衡量标准，尚未达成共识。本研究对现有的非认知结构测量工具进行了综合评价，有助于研究生教师确定有效和可靠的工具，从而更全面地评估护理研究生候选人。最后，随着循证实践开始渗透到学术过程中，随着研究生教师意识到非认知属性的预测意义，教师可以使用本综合评价中的信息来指导未来的研究。
