Validation of data using RASCH analysis in a tool measuring changes in critical thinking in nursing students

Area of Science:

• Nursing Education
• Psychometrics
• Higher Education Assessment

Background:

• No national examination exists in Australia to evaluate critical thinking skills of graduating registered nurses.
• Undergraduate nursing programs require robust methods to assess essential graduate competencies.
• Critical thinking is a core competency for registered nurses.

Purpose of the Study:

• To validate a tool measuring critical thinking in Australian nursing students using Rasch analysis.
• To demonstrate the application of Rasch analysis in educational assessment.
• To identify differences in critical thinking abilities among nursing student cohorts.

Main Methods:

• A cross-sectional survey design was employed.
• A multiple-choice questionnaire was administered to 74 first and third-year nursing students at one Australian university.
• Rasch analysis was utilized to validate the survey tool and assess student critical thinking levels.

Main Results:

• Rasch analysis successfully identified the difficulty of each assessment question.
• Significant differences in critical thinking abilities were observed between student cohorts.
• Third-year nursing students demonstrated higher critical thinking proficiency, evidenced by their ability to answer more challenging questions.

Conclusions:

• Rasch analysis is a valuable method for validating multiple-choice questionnaires in educational settings.
• This analytical approach allows for the precise matching of test questions to learners' cognitive skill levels.
• Rasch analysis provides a robust assessment, enabling differentiation between high and low-achieving students and informing curriculum development.