Abstract
Background: Nursing education is undergoing a transformational shift toward competency-based ed-ucation, necessitating psychometrically sound instruments to assess student competence. For the past 15 years, the Creighton Simulation Evaluation Instrument (C-SEI (c)) and the Creighton Competency Eval-uation Instrument (C-CEI (c)) 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 (c) and establish content validity of the C-CEI 2.0 (c). 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 under-stand (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 (c) demonstrates strong content validity. Cite this article: Todd, M.J., Manz, J.A., Iverson, L., Ball, S.J. & Manning, L. (2023, Month). Conceptual Framework and Content Validity for the Creighton Competency Evaluation Instrument 2.0 (c) (C-CEI 2.0 (c)). Clinical Simulation in Nursing , 85, 101467. https://doi.org/10.1016/j.ecns.2023.101467.(c) 2023 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)