Real-World Outcomes and Critical Thinking: Differential Analysis by Academic Major and Gender

Abstract

The Real-World Outcomes is an inventory that measures everyday problematic behaviors that represent decisions where critical thinking is presumably absent; assessing the negative outcomes of poor daily decisions helps to infer the degree of critical thinking that mediates everyday reasoning. In the present paper, we describe the process of translation and cultural adaptation of this inventory to Portuguese. We present evidence of its administration to 259 college students concerning reliability, and differences based on academic major and gender. No statistically significant differences were found, either due to academic major or gender. Results suggest the value of this instrument to assessing daily decision making and life outcomes, and also, to estimate the quality of critical thinking in everyday life.

Referenciais teóricos e instrumentos para avaliação do pensamento crítico na enfermagem e na educação

“…Analysis of the international papers allowed the identification of the most cited authors that guided the theoretical frameworks of these publications: Facione (2)(3)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21) , Ennis (2)(3)11,13,19,22) , Scheffer and Rubenfeld (3,20,(23)(24) , Paul, Elder and Bartell (19)(20)(25)(26) , and Alfaro--Lefevre (9,(27)(28) . Critical thinking is considered a fundamental component in professional responsibility and care quality in nursing (3,14,20,(23)(24) .…”

“…In addition, it focuses on safety and quality by prioritizing the needs of patients, families, and communities (9,(27)(28) . In this sense, CT would not be a method to be learned, but a process, an orientation of the mind that incorporates emotional and cognitive domains (2)(3)9,11,13,19,(27)(28)(29) . Critical thinking is described as a nurse's basic skill to organize the nursing process and solve patients' problems, contributing to a safe and effective care in different clinical settings (2)(3)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21) .…”

“…It is a fundamental tool to face successfully the complexity of modern life, which is scientifically and technologically (20,30) . In the contemporary society, in which knowledge increases quickly, CT is an indispensable tool to achieve success (11) . These features cause CT to be multidimensional, encompassing intellectual (logic, rationality), psychological (self-awareness, empathy), sociological (historical-social context), ethical (moral rules and evaluation) and philosophical (meaning of human nature and life) dimensions (25,(19)(20)26,31) .…”

“…These features cause CT to be multidimensional, encompassing intellectual (logic, rationality), psychological (self-awareness, empathy), sociological (historical-social context), ethical (moral rules and evaluation) and philosophical (meaning of human nature and life) dimensions (25,(19)(20)26,31) . In addition to these characteristics, CT is defined as the rational and reflexive thinking, centered at the decision of what to believe in or do (13,22,(31)(32)(33) , the intentional judgment that results in interpretation, analysis, evaluation and inference, as well as the explanation of the evidence on which a decision was based (2)(3)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)34) . Critical thinking is considered a reflexive thinking that evaluates statements correctly and focuses on the decision of what to believe in (3,16,31,35) .…”

“…Some authors recommend evaluating CT using more than one strategy and advocate that the assessment be carried out in different moments. Ennis states that it is possible to find two types of evaluation tools: the ones that address more than one CT skill and the ones oriented to a single CT competency (2)(3)9,11,13,19,(27)(28)(29)31) . The most cited instruments to evaluate CT in the present review were the Watson-Glaser Critical Thinking Appraisal (2,14,16,37) , the California Critical Thinking Skills Test (2,14,18,21,31) , the Ennis Weir Critical Thinking Essay Test (2,28,36) , the Cornell Critical Thinking Test (2,14,29) , the California Critical Thinking Disposition Inventory (2,17,21,31) , Prova de Pensamento Crítico by Santiuste Bermejo, Ayala, Barriguete, Garcia, González, Rossignoli and Toledo (38) , the Pencrisal Critical Thinking Test (13) and Real-world Outcomes (11) .…”