The Development of the Simulation Thinking Rubric

Sunday, 17 November 2013: 11:20 AM

Jessica Doolen, PhD, FNP-C, RN
School of Nursing, University of Nevada, Las Vegas, Las Vegas, NV

Learning Objective 1: 1). The learner will be able to verbalize the need for theoretically based tools for assessing learning in high fidelity simulation.

Learning Objective 2: 2). The learner will be able to verbalize the need for rigorous psychometric testing when designing new tools for assessing learning in high fidelity simulation

Purpose: This study sought to establish the psychometric properties of a theoretically based instrument, the Simulation Thinking Rubric (STR) that might be utilized to assess first semester junior year undergraduate nursing student’s cognitive developmental stage of higher order thinking (HOT) during high fidelity simulation (HFS).

Design: Non-experimental methodological study.

Method: A convenience sample of 22 first semester and 22 fourth semester undergraduate nursing students agreed to participate in a HFS scenario to allow six trained raters to score the STR for psychometric testing. Procedures included a content validity index, criterion related validity, a factor analysis, tests of internal consistency and inter-rater reliability.

Results: A content validity index of .97 indicated the STR had content validity. A factor analysis produced four principle components that did not represent each of the four stages of cognitive development of HOT. A one way analysis of variance indicated there was not statistically significant but did show a large effect size. The effect size (n2 =.21) showed a difference in the cognitive developmental stage of HOT between first and fourth semester BSN students. A Cronbach’s alpha of .74 provided weak evidence that the STR was measuring the concept of HOT in four cognitive developmental stages.

Conclusion: The psychometric testing of the STR did not provide strong statistical evidence of validity or reliability. Also, the STR’s measurement of the four stages of cognitive development of HOT did not hold up under testing. The knowledge gained from this study might assist other researchers in avoiding the same limitations in developing theoretically based HFS instrumentation.

Recommendations: Globally, more research is needed to develop theoretically based instruments for use in measuring cognitive gains in undergraduate nursing students due to HFS. With a reliable and valid theoretically sound instrument implementation of HFS activities will be founded on evidence based research. (297)