<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-5307</journal-id>
<journal-title><![CDATA[Investigación y Educación en Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. educ. enferm]]></abbrev-journal-title>
<issn>0120-5307</issn>
<publisher>
<publisher-name><![CDATA[Imprenta Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-53072017000100069</article-id>
<article-id pub-id-type="doi">10.17533/udea.iee.v35n1a08</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Development of a measurement index of critical thinking in professional formation]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento de um índice de medição do pensamento crítico na formação profissional]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo de un índice de medición del pensamiento crítico en la formación profesional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ospina-Rave]]></surname>
<given-names><![CDATA[Beatriz Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brand-Monsalve]]></surname>
<given-names><![CDATA[Edinson Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aristizabal-Botero]]></surname>
<given-names><![CDATA[Carlos Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2017</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>69</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-53072017000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-53072017000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-53072017000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective  This research sought to construct and validate a measurement index of critical thinking (CT) in professional formation.  Methods  Transversal, quantitative, test validation-type study. After reviewing scientific production in CT, which permitted defining the concept and its conceptual domains, a 65-item scale was constructed of closed questions on the analysis of cases evaluating CT. The scale was subjected to expert evaluation to then be applied to 53 undergraduate students (35 from nursing and 18 from sociology) to evaluate validity and reliability.  Results. The 65-item scale has an explained variance of 61.3% and is comprised of five CT domains: inference, evaluation, argumentation, analysis, and interpretation. A Cronbach&#8217;s alpha coefficient of 0.61 was obtained.  Conclusion  The scale proposed to assess students&#8217; CT skills converges with concepts by known authors with the CT theory and is adequate for use as a CT measurement index in professional formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo  Construir e validação um índice de medição do pensamento crítico (PC) na formação profissional.  Métodos. Estudo quantitativo transversal do tipo de validação de provas. Logo de revisar a produção científica em PC, o que permitiu a definição do conceito e seus domínios conceituais, se construiu uma escala de 65 itens de perguntas fechadas sobre análise de casos que avaliam PC. A escala foi submetida a valoração de peritos para logo ser aplicada a 53 estudantes de pré-graduação (35 de enfermagem e 18 de sociologia) com o fim de avaliar a validez e a confiabilidade.  Resultados. A escala de 65 itens tem uma variável explicada de 61.3% e está composta por cinco domínios de PC: inferência, avaliação, argumentação, análise e interpretação. Se obteve um coeficiente alfa de Cronbach de 0.61.  Conclusão  A escala proposta para avaliar as habilidades do PC do estudante converge com conceitos de autores reconhecidos com a teoria de PC, e é adequada para ser utilizada como índice de medição de PC na formação profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo . Construir y validar un índice de medición del pensamiento crítico (PC) en la formación profesional.  Métodos. Estudio cuantitativo transversal del tipo de validación de pruebas. Luego de revisar la producción científica en PC, la definición del concepto y sus dominios conceptuales, se construyó una escala de 65 ítems de preguntas cerradas sobre análisis de casos que evalúan PC. La escala fue sometida a valoración de expertos para luego ser aplicada a 53 estudiantes de pregrado (35 de enfermería y 18 de sociología) con el fin de evaluar la validez y la confiabilidad.  Resultados. La escala de 65 ítems tiene una varianza explicada del 61.3% y está compuesta por cinco dominios de PC: inferencia, evaluación, argumentación, análisis e interpretación. Se obtuvo un coeficiente alfa de Cronbach de 0.61.  Conclusión . La escala propuesta para evaluar las habilidades del PC del estudiante converge con conceptos de autores reconocidos con la teoría de PC y es adecuada para ser utilizada como índice de medición de PC en la formación profesional.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[thinking]]></kwd>
<kwd lng="en"><![CDATA[educational evaluation]]></kwd>
<kwd lng="en"><![CDATA[education, higher]]></kwd>
<kwd lng="en"><![CDATA[scales]]></kwd>
<kwd lng="pt"><![CDATA[pensamento]]></kwd>
<kwd lng="pt"><![CDATA[avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[escalas]]></kwd>
<kwd lng="es"><![CDATA[pensamiento]]></kwd>
<kwd lng="es"><![CDATA[evaluación educacional]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[escalas.]]></kwd>
</kwd-group>
</article-meta>
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