{"title":"Nursing process performance measurement tool based on bloom’s revised taxonomy: A validity and reliability analysis","authors":"Ji Sun Lee","doi":"10.1016/j.nepr.2024.104165","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to develop a measurement tool that could evaluate educational approaches by integrating the cognitive dimensions required at each stage of the nursing process and strengthening the connection between education and clinical practice.</div></div><div><h3>Background</h3><div>The nursing process is a core component of nursing practice and supports nurses and nursing students in systematically performing the problem-solving process necessary for patient health management.</div></div><div><h3>Design</h3><div>Cross-sectional, methodological study.</div></div><div><h3>Methods</h3><div>A nursing process performance measurement tool that could measure the cognitive dimensions required at each stage of the nursing process was developed based on Anderson’s and Bloom’s revised taxonomy. The data for this study were collected from July to August 2023 at four universities in South Korea. The reliability and validity of the measurement tool were evaluated through a survey conducted on 406 nursing students. Participants were third- and fourth-year nursing students with clinical practice experience, recruited through purposive sampling.</div></div><div><h3>Results</h3><div>The developed tool was designed to systematically measure and evaluate each step of the nursing process. This tool consisted of 28 questions, each of which was divided into five assessment questions, six diagnosis questions, six planning questions, five implementation questions and six evaluation questions. Items were rated on a 5-point Likert scale, ranging from 1 (“not at all”) to 5 (“very much”). The measurement score ranged from 28 to 140 points, with higher scores indicating better nursing process performance. The cumulative variance contribution rate of the tool was 68.1 % and the Cronbach’s α value was 0.85 for all items.</div></div><div><h3>Conclusions</h3><div>This study provides a basis for evaluating educational approaches in nursing curricula by integrating the cognitive dimensions required at each stage of the nursing process. This approach can strengthen the connection between education and clinical practice and can be used not only as a tool to systematically evaluate the learning outcomes of nursing students but also as a standardized nursing process guide.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104165"},"PeriodicalIF":3.3000,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595324002944","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Aim
This study aimed to develop a measurement tool that could evaluate educational approaches by integrating the cognitive dimensions required at each stage of the nursing process and strengthening the connection between education and clinical practice.
Background
The nursing process is a core component of nursing practice and supports nurses and nursing students in systematically performing the problem-solving process necessary for patient health management.
Design
Cross-sectional, methodological study.
Methods
A nursing process performance measurement tool that could measure the cognitive dimensions required at each stage of the nursing process was developed based on Anderson’s and Bloom’s revised taxonomy. The data for this study were collected from July to August 2023 at four universities in South Korea. The reliability and validity of the measurement tool were evaluated through a survey conducted on 406 nursing students. Participants were third- and fourth-year nursing students with clinical practice experience, recruited through purposive sampling.
Results
The developed tool was designed to systematically measure and evaluate each step of the nursing process. This tool consisted of 28 questions, each of which was divided into five assessment questions, six diagnosis questions, six planning questions, five implementation questions and six evaluation questions. Items were rated on a 5-point Likert scale, ranging from 1 (“not at all”) to 5 (“very much”). The measurement score ranged from 28 to 140 points, with higher scores indicating better nursing process performance. The cumulative variance contribution rate of the tool was 68.1 % and the Cronbach’s α value was 0.85 for all items.
Conclusions
This study provides a basis for evaluating educational approaches in nursing curricula by integrating the cognitive dimensions required at each stage of the nursing process. This approach can strengthen the connection between education and clinical practice and can be used not only as a tool to systematically evaluate the learning outcomes of nursing students but also as a standardized nursing process guide.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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