Cultural adaptation and validation of an instrument about nursing critical thinking skills

Abstract

Objectives: to validate the Nursing Critical Thinking in Clinical Practice Questionnaire regarding cultural aspects and metric properties. Methods: a methodological research carried out through cross-cultural adaptation, face and content validity, dimensional construct and known groups validity, test-retest reliability and internal consistency. 511 nurses from four hospitals participated in the study, of which 54 participated in retest. Results: the instrument validation for Brazilian Portuguese maintained equivalences, according to the original version. The dimensional validity demonstrated adjustment to the tetrafactorial structure of the original version (GFI=0.69). There were statistically significant differences in critical thinking skills between nurses with graduate degrees and who undertook training, reading articles, developing research and working in an institution with a longer time implementation of the Nursing Process. The instrument showed temporal stability (ICC 073-0.84; p<0.001) and adequate internal consistency (α=0.97). Conclusions: the instrument proved to be valid and reliable for the studied population.

Pensamiento crítico en tutoras de práctica clínica

“…(2) está validado para enfermeras del ámbito clínico y basado en un modelo enfermero. Ha sido traducido en varios idiomas y validado con buenas medidas psicométricas (79,(84)(85)(86)(87).…”

Clinical supervision strategies, learning, and critical thinking of nursing students

“…For the promotion of safe and quality care, nursing students should be trained in a reflective manner to be able to act and respond assertively to the complex tangle of issues that emerge from the clinical context in the face of dynamic, uncertain, unpredictable, and inconstant situations ( 15 , 17 ) . Thus, CT skills are considered essential components for professional responsibility and quality in nursing care ( 11 - 12 , 14 , 16 , 18 - 19 ) .…”

“…Nursing as a profession is configured as the largest workforce in health care, both by the number of professionals and by its proximity to patients and their families, because it is the nursing professionals who ensure 24 hours of patient care. This proximity and all the complexity involved in nursing care, along with technological advances, require skills that allow nurses to provide safe and quality care (11)(12)(13)(14)(15) .…”

Estratégias de supervisão clínica, aprendizagem e pensamento crítico dos estudantes de Enfermagem

“…A enfermagem como profissão configura-se como a maior força de trabalho na área da saúde, tanto pela quantidade de profissionais quanto pelo seu caráter de proximidade com os pacientes e suas famílias, pois são os profissionais de enfermagem que garantem 24 horas de cuidados aos pacientes. Essa proximidade e toda a complexidade envolvida na assistência de enfermagem, juntamente com os avanços tecnológicos, exigem do enfermeiro competências que lhe permitam prestar cuidados seguros e de qualidade (11)(12)(13)(14)(15) .…”

“…Para a promoção de cuidados seguros e de qualidade, os estudantes de Enfermagem devem ser treinados de forma reflexiva para conseguirem agir e responder assertivamente ao complexo emaranhado de questões que emergem do contexto clínico diante de situações dinâmicas, incertas, imprevisíveis e inconstantes (15,17) . Assim, as capacidades de PC são consideradas componentes essenciais para a responsabilidade profissional e qualidade na assistência em enfermagem (11)(12)14,16,(18)(19) .…”