The assessment of learning skills in nursing student selection: A scoping review

Development and psychometric testing of Reasoning Skills test for nursing student selection: An item response theory approach

“…Reasoning skills have been identified as important to be assessed in nursing student selection (Haavisto et al, 2019; Vierula, Haavisto, et al, 2020; Vierula, Hupli, et al, 2020). Cognitive skills such as reasoning are vital in nursing (Kajander‐Unkuri et al 2013) and important to assess already in the selection phase to ensure an applicant's academic progress and the attainment of professional qualifications (Perkins et al, 2013; Vierula, Haavisto, et al, 2020; Vierula, Hupli, et al, 2020). Reasoning skills are essential in theoretical (McNelis et al, 2010) and clinical (Timer & Clauson, 2011) studies.…”

“…The importance of reasoning skills is emphasized in contemporary healthcare settings that are cognitively demanding, characterized by the increasing use of technology and patients with complex health problems (Levett‐Jones et al, 2010). Although the assessment of reasoning skills has been previously suggested for the selection phase, there is a lack of admission tools and a need for operationalization of the concept (Haavisto et al, 2019; Schmidt & MacWilliams, 2011; Vierula, Haavisto, et al, 2020; Vierula, Hupli, et al, 2020). In this study, the Reasoning Skills (ReSki) test was developed and tested to assess undergraduate nursing applicants’ reasoning skills.…”

“…Vierula, Haavisto, et al (2020) identified that nursing applicants' reasoning skills have been measured with the attributes of critical thinking using the Health Sciences Reasoning Test and the Watson–Glaser Critical Thinking Appraisal. However, the ambiguous nature of the concept and challenges in measurement have been pointed out (Carbogim et al, 2016; Zuriguel Pérez et al, 2014).…”

“…However, the ambiguous nature of the concept and challenges in measurement have been pointed out (Carbogim et al, 2016; Zuriguel Pérez et al, 2014). Decision‐making, problem‐solving and logics have been assessed using other onsite selection methods than standardized tests (e.g., an interview; Vierula, Haavisto, et al, 2020). In medical schools, applicants' reasoning skills have been measured with the University Clinical Aptitude Test (UCAT, 2020).…”

“…In medical schools, applicants' reasoning skills have been measured with the University Clinical Aptitude Test (UCAT, 2020). Although some of the existing tests measure applicants' reasoning skills, the operationalization of the concept varies, leaving the question of what exactly to assess (Vierula, Haavisto, et al, 2020). The assessment should focus on cognitive domains that comprehensively reflect the requirements of the professional education and identify applicants who are most likely to succeed (Schmidt & MacWilliams, 2011; Vierula, Haavisto, et al, 2020; Vierula, Hupli, et al, 2020).…”