Department of Knowledge Management and Evaluation, Vall d'Hebron University Hospital, Passeig Vall d'Hebron 119-129, 08035 Barcelona, Spain; Multidisciplinary Nursing Research Group, Vall d'Hebron Research Institute (VHIR), Barcelona, Spain.
Department of Psychosocial and Mental Health Nursing, School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Carrer de la Feixa Llarga, s/ n, L'Hospitalet de Llobregat, 08907 Barcelona, Spain.
Nurse Educ Pract. 2022 Nov;65:103498. doi: 10.1016/j.nepr.2022.103498. Epub 2022 Nov 1.
To adapt and validate the N-CT-4 Practice for use with Spanish nursing students.
Promoting critical thinking is one of the primary objectives of nursing education programs all over the world. Using reliable and valid instruments to measure critical thinking is essential. The Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) is used internationally to assess critical thinking in nursing practice. However, little is known about the possible applications of this instrument in the context of nursing education.
Two-phase study: Phase I, adaptation of the N-CT-4 Practice for use with nursing students and verification of its content validity; phase 2, cross-sectional study to validate its psychometric properties in a sample of 331 nursing students from three university nursing schools. A subsample of 34 students completed the questionnaire on two occasions, with a time interval of two weeks. The construct validity and reliability of the instrument were tested using confirmatory factor analysis, convergent validity, internal consistency reliability and test-retest reliability. The STROBE guidelines and the COSMIN checklist were followed.
All items obtained optimal content validity values. The model fit indices obtained from the confirmatory factor analysis supported the hypothesis of the four-dimensional structure on which the original questionnaire was based. Cronbach's alpha of 0.96 indicated high reliability. The correlations between the total score and the scores for the dimensions were statistically significant, positive and high, with values above r = 0.78 (p < 0.05). Lin's concordance correlation coefficient was 0.6 (p < 0.001).
The adapted version of the N-CT-4 Practice is suitable for measuring critical thinking skills in the educational context of the degree course in nursing in Spain. Its psychometric validation yielded satisfactory results.
改编并验证 N-CT-4 实践用于西班牙护理学生。
促进批判性思维是全世界护理教育计划的主要目标之一。使用可靠和有效的工具来衡量批判性思维是至关重要的。《护理临床实践中的批判性思维问卷》（N-CT-4 实践）在国际上用于评估护理实践中的批判性思维。然而，对于该工具在护理教育背景下的可能应用知之甚少。
两阶段研究：第一阶段，改编 N-CT-4 实践用于护理学生，并验证其内容效度；第二阶段，横断面研究，在三所大学护理学校的 331 名护理学生中验证其心理测量学特性。34 名学生的样本完成了两次问卷调查，间隔两周。使用验证性因子分析、收敛有效性、内部一致性可靠性和重测信度测试来测试工具的构念有效性和可靠性。遵循 STROBE 指南和 COSMIN 清单。
所有项目均获得最佳内容效度值。验证性因子分析获得的模型拟合指数支持了基于原始问卷的四维结构假设。Cronbach's alpha 为 0.96，表明可靠性高。总分与各维度得分之间的相关性具有统计学意义、为正相关且很高，相关系数 r 值大于 0.78（p < 0.05）。Lin 的一致性相关系数为 0.6（p < 0.001）。
改编后的 N-CT-4 实践适用于测量西班牙护理学位课程教育背景下的批判性思维技能。其心理测量学验证结果令人满意。
