Use of Writing Portfolios for Interdisciplinary Assessment of Critical Thinking Outcomes of Nursing Students

Sorrell, Jeanne M.; Brown, Hazel N.; Silva, Mary Cipriano; Kohlenberg, Eileen

doi:10.1111/j.1744-6198.1997.tb00971.x

Cited by 29 publications

(10 citation statements)

References 19 publications

(20 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Likert-type responses for the rating scale were adopted from those proposed by Sorrell et al for the University of North Carolina Greensboro Critical Thinking Skills Evaluation Instrument. 33 The pilot case-based portion of the NBDHE served as the basis for the clinical judgment outcome measure. Again, the expert panel judged which questions corresponded to the learning objectives from the collected preclinical syllabus, and those questions were retained to construct a reduced form of the test.…”

Section: Methodsmentioning

confidence: 99%

Predictive Validity of Critical Thinking Skills for Initial Clinical Dental Hygiene Performance

Williams¹,

Glasnapp²,

Tilliss³

et al. 2003

Journal of Dental Education

View full text Add to dashboard Cite

This study collected validity evidence on the utility of critical thinking skills and critical thinking disposition in predicting initial clinical performance. The predictive value of critical thinking skills scores and disposition scores was examined to determine their unique contribution beyond that provided by traditional predictors: grade point average, age, and number of college hours. The study involved three phases: establishing content validity of three outcome measures; assessing students' baseline critical thinking skills and disposition using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory (CCTDI); and assessing students' initial clinical competence, clinical reasoning, and clinical knowledge. All baccalaureate-level dental hygiene programs in the United States affiliated with a dental school (N=22) were invited to participate; of those, seven volunteered. A convenience sample of 207 first-year dental hygiene students was obtained. A series of hierarchical multiple regression analyses demonstrated that CCTST scores explained a statistically significant (p<.05) proportion of variance in students' initial clinical reasoning scores, acquired knowledge scores, and faculty ratings, above and beyond that explained by other predictor variables. CCTDI scores were not significant predictors of any outcome measure. It was concluded that CCTST is a good predictor of initial student outcomes and may have utility for student selection and retention.

show abstract

Section: Methodsmentioning

confidence: 99%

Predictive Validity of Critical Thinking Skills for Initial Clinical Dental Hygiene Performance

Williams¹,

Glasnapp²,

Tilliss³

et al. 2003

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…It is claimed that portfolios help to assess and promote critical thinking (Forker & McDonald 1996, Sorrell et al 1997, Wenzel et al 1998) and encourage students to become accountable and responsible for their own learning (Mitchell 1994, Harris et al 2001. However, this self-directed methodology depends on student maturity and motivation (Sheckley & Keeton 1994, Hull & Redfern 1996 and will not suit all learning styles (Snadden et al 1996, Snadden & Thomas 1998.…”

Section: Advantages and Disadvantages Of Portfoliosmentioning

confidence: 99%

Portfolios and assessment of competence: a review of the literature

McMullan

Endacott

Gray

et al. 2003

Journal of Advanced Nursing

401

311

View full text Add to dashboard Cite

A holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving. A variety of assessment methods are needed for assessment and portfolios appear to have the potential to integrate these. Reflection is an essential component of a portfolio, as are the student-teacher relationship and explicit guidelines for constructing the portfolio. Issues of rigour in assessment of portfolios need to be addressed, but the assessor's professional judgement will inevitably enter into this assessment.

show abstract

“…In nursing and occupational therapy, qualitative research has been used to examine decision making and clinical judgment skills of students and of inexperienced and experienced clinicians. [55][56][57][58][59][60][61][62] In general, these studies have clarified the mental processes used to arrive at clinical decisions and suggest that processes become more refined and rapid with experience. Similar studies in dental hygiene and dental education would help elucidate how critical thinking and clinical reasoning processes continue to develop and be refined as clinicians move from competency to proficiency to mastery.…”

Section: Critical Thinking Measures As Predictorsmentioning

confidence: 99%

Predictive Validity of Critical Thinking Skills and Disposition for the National Board Dental Hygiene Examination: A Preliminary Investigation

Williams

Schmidt

Tilliss³

et al. 2006

Journal of Dental Education

View full text Add to dashboard Cite

The objective of this study was to determine if preexisting critical thinking skills and critical thinking disposition predict student performance on the National Board Dental Hygiene Examination (NBDHE). The predictive value of critical thinking skills scores and disposition (habits of mind, attitudes, and character attributes) scores were examined above that provided by traditional predictors: entering grade point average, age, and total number of college hours at entry into the dental hygiene program. Seventy-six first-year dental hygiene students from three baccalaureate dental hygiene programs participated in this study. Participants' preexisting general critical thinking skills and disposition were assessed during the first week of classes in their respective baccalaureate level programs using the California Critical Thinking Skills Test (CCTST) and California Critical Thinking Disposition Inventory (CCTDI). At the completion of their two-year educational program, the CCTST and CCTDI were administered a final time, and students' scores on the multiple-choice and case-based NBDHE were obtained. A series of hierarchical multiple regression analyses demonstrated that CCTST scores explained a statistically significant (p<.05) proportion of variance in students' multiple-choice and case-based NBDHE scores, above and beyond that explained by other predictor variables. Although CCTDI scores were not a significant predictor of either outcome measure, CCTST is a good predictor of student performance on high-stakes qualifying examinations and may have utility for student selection and retention.

show abstract

Use of Writing Portfolios for Interdisciplinary Assessment of Critical Thinking Outcomes of Nursing Students

Cited by 29 publications

References 19 publications

Predictive Validity of Critical Thinking Skills for Initial Clinical Dental Hygiene Performance

Predictive Validity of Critical Thinking Skills for Initial Clinical Dental Hygiene Performance

Portfolios and assessment of competence: a review of the literature

Predictive Validity of Critical Thinking Skills and Disposition for the National Board Dental Hygiene Examination: A Preliminary Investigation

Contact Info

Product

Resources

About