Conceptual Framework and Content Validity for the Creighton Competency Evaluation Instrument 2.0© (C-CEI 2.0©)

Abstract

Background: Nursing education is undergoing a transformational shift toward competency-based education, necessitating psychometrically sound instruments to assess student competence. For the past 15 years, the Creighton Simulation Evaluation Instrument (C-SEI©) and the Creighton Competency Evaluation Instrument (C-CEI©) have gained national and international attention and utilized as assessment methods to evaluate competency. Methods: The purpose of this study was to revise the C-CEI© and establish content validity of the C-CEI 2.0©. Content validity was established through three content validity surveys, two focus groups, and an iterative process of data collection and analysis and tool revision. Results: Participants rated that each item was essential to be included (M=3.70, SD=0.53), was reflective of the category in which it was included (M=3.70, SD=0.57), and was easy to understand (M=3.57, SD=0.65). The overall mean of the three categories combined was positive (M=3.65, SD=0.59). Through an iterative process of conducting and analyzing findings from content validity surveys and focus groups, revisions were made, and the instrument was finalized. Conclusion: Initial findings suggest that the C-CEI 2.0© demonstrates strong content validity.