1
|
Tarabeih M, Na’amnih W. Assessment of Differential Perceptions of Core Nursing Competencies between Nurse Managers and Nursing Graduates: A Cross-Sectional Study. NURSING REPORTS 2023; 13:1751-1760. [PMID: 38133121 PMCID: PMC10746040 DOI: 10.3390/nursrep13040145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Revised: 11/30/2023] [Accepted: 12/05/2023] [Indexed: 12/23/2023] Open
Abstract
BACKGROUND The literature review on perceptions of nursing competencies shows a critical shortage of studies addressing this topic. AIM To examine and compare perceptions of important nursing competencies of nursing graduates, and nurse managers. METHODS A cross-sectional study was conducted among 148 students, who were recent graduates of the nursing school with RN degrees and had completed advanced training lasting 3 months at the Sheba Academic School of Nursing and the Academic School of Tel Aviv-Yafo, and 183 nurse managers with at least one year of seniority in the position in hospitals and community clinics in Israel. The recruitment and data collection of the nurse managers lasted 12 months, from July 2021 to July 2022, and for nursing graduates, two months, from June 2022 to July 2022. An online questionnaire was constructed and validated by five professional and experienced individuals in the research domains for adequate content validity. The questionnaire consisted of 47 items in total. Domains included: (1) professionalism in research; (2) skills for direct treatment; (3) support and communication; (4) professional knowledge; (5) personal abilities; and (6) critical thinking and innovation. RESULTS Overall, 331 valid questionnaires were collected (85% response rate). The difference in the nurse's research professionalism index was found to be statistically significant with a higher rating given by nurse managers, p = 0.003. However, the difference in the direct treatment index of nurses was found to be statistically not significant, p = 0.610, between newly graduated nurses and nurse managers. The independent sample t-test indicated a significant difference with a higher rating among nurse managers in the nurse's support and communication index, p = 0.020; professional knowledge index, p < 0.001; personal abilities index, p < 0.001; and critical thinking index, p = 0.006, between newly graduated nurses and nurse managers. CONCLUSION Nursing education programs aimed at training future nurses with core competences should include a curriculum designed to promote the acquisition of these six core competences leading to a congruence between the role expectations of nurse managers and those of newly graduated nurses.
Collapse
Affiliation(s)
- Mahdi Tarabeih
- School of Nursing Sciences, The Academic College of Tel-Aviv-Yaffa, Tel Aviv 64044, Israel;
| | - Wasef Na’amnih
- School of Nursing Sciences, The Academic College of Tel-Aviv-Yaffa, Tel Aviv 64044, Israel;
- Department of Epidemiology and Preventive Medicine, School of Public Health, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv 69978, Israel
| |
Collapse
|
2
|
Purabdollah M, Zamanzadeh V, Ghahramanian A, Valizadeh L, Mousavi S, Ghasempour M. Competencies expected of undergraduate nursing students: A scoping review. Nurs Open 2023; 10:7487-7508. [PMID: 37817394 PMCID: PMC10643846 DOI: 10.1002/nop2.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 08/23/2023] [Accepted: 09/17/2023] [Indexed: 10/12/2023] Open
Abstract
AIM Nursing competencies are crucial indicators for providing quality and safe care. The lack of international agreement in this field has caused problems in the generalization and application of findings. The purpose of this review is to identify the core competencies necessary for undergraduate nursing students to enter nursing work. DATA SOURCES We conducted a structured search using Scopus, MEDLINE (PubMed), Science Direct, CINAHL, Web of Science, and Google Scholar. REVIEW METHODS We conducted a scoping review using the methodology recommended by the Joanna Briggs Institute, supported by the PAGER framework, and guided by the PRISMA-ScR Checklist. Inclusion criteria included full-text articles in English, quantitative and qualitative research related to competencies for undergraduate students or newly graduated nurses, competency assessment, and tool development from 1970 to 2022. We excluded articles related to specific nursing roles, specific contexts, Master's and Ph.D. curricula, hospital work environment competencies, and editorial. RESULTS Out of 15,875 articles, we selected 43 studies, and data analysis with summative content analysis identified five themes named individualized care, professional nursing process, nursing administration, readiness, and professional development. CONCLUSION Considering the dynamics of competencies and their change with time, experience, and setting, it is necessary to update, localize, and levelling of the proposed competencies based on the culture of each country. IMPACT These competencies provide a guide for undergraduate nursing curriculum development and offer a framework for both clinical instruction and the evaluation of nursing students.
Collapse
Affiliation(s)
- Majid Purabdollah
- Department of Medical Surgical Nursing, Faculty of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
| | - Vahid Zamanzadeh
- Medical Education Research Center, Health Management and Safety Promotion Research InstituteTabriz University of Medical SciencesTabrizIran
- Department of Medical‐Surgical Nursing, School of Nursing and MidwiferyShahid Beheshti University of Medical SciencesTehranIran
| | - Akram Ghahramanian
- Medical Education Research Center, Health Management and Safety Promotion Research InstituteTabriz University of Medical SciencesTabrizIran
- Department of Medical‐Surgical Nursing, School of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
| | - Leila Valizadeh
- Medical Education Research Center, Health Management and Safety Promotion Research InstituteTabriz University of Medical SciencesTabrizIran
- Department of Pediatric Nursing and Neonatal Intensive Care, School of Nursing and MidwiferyShahid Beheshti University of Medical SciencesTehranIran
| | - Saeid Mousavi
- Department of Epidemiology and Biostatistics, School of HealthTabriz University of Medical SciencesTabrizIran
| | - Mostafa Ghasempour
- Department of Medical Surgical Nursing, Faculty of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
| |
Collapse
|
3
|
Wan F, Yang L, Zhou N, He Y. Construction of learning objectives and content for newly graduated nurses in tertiary teaching hospitals: A Delphi study. NURSE EDUCATION TODAY 2023; 121:105716. [PMID: 36657320 DOI: 10.1016/j.nedt.2023.105716] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 12/21/2022] [Accepted: 01/07/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Transition education is a robust strategy to improve the core competency of newly graduated nurses and the quality of clinical nursing and ensure people's safety. Limited information about the learning objectives and educational content for newly graduated nurses in China was available. OBJECTIVE Construct the learning objectives and educational content for newly graduated nurses based on defined core competencies. DESIGN We used a literature review and the e-Delphi method to conduct this study. SETTINGS Ten tertiary teaching hospitals and six nursing schools in Zhejiang Province, China, were selected. PARTICIPANTS Experts (n = 21) were invited to the e-Delphi study. METHODS Based on seven competencies from the literature review and the research group discussions, we formed an initial set of objectives and specific educational content for newly graduated nurses. Subsequently, experts provided supportive and modification advice on the competencies, objectives, and specific content in the two Delphi rounds. The consensus percentage and the weight of each first-level, second-level, and third-level item were calculated. RESULTS Consensus was achieved on seven core competencies, 44 learning objectives, and 60 components of educational content. The positive coefficient of the two Delphi rounds was 100 %, the authority coefficient was 0.83 and 0.87, the proportion of experts who made suggestions was 71.40 %, the coefficient of variation (CV) was <0.25 (P < 0.05) except for two items and the Kendall coefficient (W) was 0.15-0.48 (P < 0.01). CONCLUSION The developed objectives and content framework provide a reference for implementing systematic and standardized education for newly graduated nurses.
Collapse
Affiliation(s)
- Fangyuan Wan
- Department of Neurology, Sir Run Run Shaw Hospital, Zhejiang University, School of Medicine, Hangzhou, Zhejiang, China.
| | - Lili Yang
- Nursing Education Department, Sir Run Run Shaw Hospital, Zhejiang University, School of Medicine, Hangzhou, Zhejiang, China.
| | - Na Zhou
- Department of Gynecology, Sir Run Run Shaw Hospital, Zhejiang University, School of Medicine, Hangzhou, Zhejiang, China.
| | - Ying He
- Department of Gynecology, Sir Run Run Shaw Hospital, Zhejiang University, School of Medicine, Hangzhou, Zhejiang, China.
| |
Collapse
|
4
|
Psychometric Evaluation of the Capstone Core Competency Scale on Nursing Students in Taiwan. THE JOURNAL OF NURSING RESEARCH : JNR 2022; 30:e232. [PMID: 35608399 DOI: 10.1097/jnr.0000000000000500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
BACKGROUND Previous studies have evaluated the competency of newly graduated nurses and nurses. However, most of the instruments used include a large number of items that make completing them a time-consuming process. A brief instrument may be more acceptable and feasible for use in these evaluations. PURPOSE This study was designed to develop the brief capstone core competency (CCC or 3C) scale and validate its effectiveness in evaluating the academic and practical performance of nursing students enrolled in a bachelor's degree program. METHODS A cross-sectional study was conducted. The 3C scale was developed in two phases. In Phase I, the items were summed from literature reviews, an expert panel, known-groups validity, test-retest reliability, internal consistency reliability, and exploratory factor analysis. In Phase II, the efficacy of the instrument was confirmed using confirmative factor analysis. Five hundred ninety-six participants participated in the first phase, and 520 participants participated in the second phase. The study period was 2016-2017. RESULTS The 3C scale includes 24 items distinguished into a three-component structure that accounts for 67.85% of the total variance. The three components include nursing intelligence, nursing humanity, and nursing career. The 3C scale was found to have high levels of internal consistency reliability (.97) and test-retest stability reliability ( r = .97). A significant statistical difference in the performance level was examined between senior and junior nursing students. The hypothesized three-factor model fit index showed χ 2 / df = 1338.25/249, p < .001, goodness-of-fit index = .82, comparative fit index = .90, root mean square error of approximation = .09, and standardized root mean square residual = .06. The participants were found to have excellent nursing humanity competency. CONCLUSIONS The developed 3C scale exhibited satisfactory reliability and validity for use with nursing students. The 3C scale may be used to evaluate the performance of nursing students during their learning process, and the results may be used to evaluate changes in educational outcomes.
Collapse
|
5
|
Murray N, Palermo C, Batt A, Bell K. Does patient and public involvement influence the development of competency frameworks for the health professions? A systematic review. Front Med (Lausanne) 2022; 9:918915. [PMID: 35957861 PMCID: PMC9360578 DOI: 10.3389/fmed.2022.918915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 07/04/2022] [Indexed: 12/03/2022] Open
Abstract
Competency frameworks typically describe the perceived knowledge, skills, attitudes and other characteristics required for a health professional to practice safely and effectively. Patient and public involvement in the development of competency frameworks is uncommon despite delivery of person-centered care being a defining feature of a competent health professional. This systematic review aimed to determine how patients and the public are involved in the development of competency frameworks for health professions, and whether their involvement influenced the outcome of the competency frameworks. Studies were identified from six electronic databases (MEDLINE, CINAHL, PsycINFO, EMBASE, Web of Science and ERIC). The database search yielded a total of 8,222 citations, and 43 articles were included for data extraction. Most studies were from the United Kingdom (27%) and developed through multidisciplinary collaborations involving two or more professions (40%). There was a large variation in the number of patients and members of the public recruited (range 1–1,398); recruitment sources included patients and carers with the clinical condition of interest (30%) or established consumer representative groups (22%). Common stages for involving patients and the public were in generation of competency statements (57%) or reviewing the draft competency framework (57%). Only ten studies (27%) took a collaborative approach to the engagement of patients and public in competency framework development. The main ways in which involvement influenced the competency framework were validation of health professional-derived competency statements, provision of desirable behaviors and attitudes and generation of additional competency statements. Overall, there was a lack of reporting regarding the details and outcome of patient and public involvement. Further research is required to optimize approaches to patient and public involvement in competency framework development including guidance regarding who, how, when and for what purposes they should be engaged and the requirements for reporting.
Collapse
Affiliation(s)
- Nicole Murray
- Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
- *Correspondence: Nicole Murray
| | - Claire Palermo
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
| | - Alan Batt
- Department of Paramedicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
- Paramedic Programs, Faculty of Health Sciences and Human Services, Fanshawe College, London, ON, Canada
| | - Kristie Bell
- Department of Dietetics and Foodservices, Queensland Children's Hospital, Brisbane, QLD, Australia
| |
Collapse
|
6
|
Liu Y, Aungsuroch Y, Sha L, Gunawan J, Zeng D. Construction of evaluation indexes of nursing students' quality and safety competencies: A Delphi study in China. J Prof Nurs 2021; 37:501-509. [PMID: 34016306 DOI: 10.1016/j.profnurs.2021.01.011] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Indexed: 11/26/2022]
Abstract
BACKGROUND Providing quality and safe nursing care is considered the cornerstone of the healthcare system globally. However, there are no comprehensive evaluation indicators of nursing students' quality and safety competencies in China. AIM To develop the evaluation indicators and achieve experts' consensus on bachelor nursing students' quality and safety competencies at their graduation. METHODS Based on the framework of the American Association of Colleges of Nursing's Quality and Safety Education for Nurses, literature review, semi-structured interview, and e-Delphi technique, the evaluation indicators were developed and obtained consensus through the participation of 22 nursing educational experts from August 2016 to May 2017. RESULTS The evaluation indicators consisted of six domains, including safety care, patient-center care, collaboration and teamwork, continuous quality improvement, informatics, and evidence-based practice competencies, and 88 indicators. These indicators obtained ≥76% consensus on the experts' judgments. CONCLUSIONS The evaluation indicators achieved the consensus on a panel of nursing experts, which were scientific and practicable. It could provide guidance for establishing a nursing curriculum to prepare bachelor nursing students' quality and safety competencies.
Collapse
Affiliation(s)
- Ying Liu
- School of Nursing, Dalian Medical University, Dalian, China; Faculty of Nursing, Chulalongkorn University, Bangkok, Thailand.
| | - Yupin Aungsuroch
- Faculty of Nursing, Chulalongkorn University, Bangkok, Thailand.
| | - Liyan Sha
- The Second Hospital of Dalian Medical University, Dalian, China
| | - Joko Gunawan
- Faculty of Nursing, Chulalongkorn University, Bangkok, Thailand
| | - Dejian Zeng
- Nethersole School of Nursing, The Chinese University of Hongkong, Hongkong, China
| |
Collapse
|
7
|
Zhang X, Meng K, Chen S. Competency framework for specialist critical care nurses: A modified Delphi study. Nurs Crit Care 2019; 25:45-52. [PMID: 31373155 DOI: 10.1111/nicc.12467] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2018] [Revised: 06/28/2019] [Accepted: 07/05/2019] [Indexed: 12/23/2022]
Abstract
BACKGROUND The specialist critical care nurse plays a vital role in the delivery of evidence-based practice, and specific competency guidance has been established to facilitate critical care nursing practice and education development in many developed countries. However, no research has been conducted to develop a competency framework for specialist critical care nurses in China. AIMS AND OBJECTIVES To construct a competency framework specific to specialist critical care nurses in China. DESIGN AND METHODS A two-phased procedure was implemented. In phase 1, a literature review and four focus groups were used to develop the initial competency framework, which consisted of 101 statements. During phase 2, three rounds of a modified Delphi process were conducted and involved a national panel of 30 experts, including physicians, specialist critical care nurses, managers, and educators, who responded to the survey using a 5-point Likert-type scale to indicate their level of agreement with the competency framework. A 75% threshold for each competency was used to achieve panel consensus. RESULTS Experts in the field of critical care responded to rounds 1 (n = 29), 2 (n = 28), and 3 (n = 28). Seventy-eight competencies were agreed upon after round 1, increasing to 88 after round 2 and 92 after round 3. The final competency framework was classified into six domains: evidence-based practice, complex decisions, professionalism, communication and co-operation, education and development, and leadership. CONCLUSION The output of this study is an expert consensus competency framework that provides a sound foundation for the assessment and training of specialist critical care nurses. RELEVANCE TO CLINICAL PRACTICE The proposed competency framework should be used to assess nursing performance, promote continuing professional development, and further improve the delivery of quality health care and optimal patient outcomes.
Collapse
Affiliation(s)
- Xiaoning Zhang
- School of Nursing, Xuzhou Medical University, Xuzhou, China
| | - Kun Meng
- School of Nursing, Xuzhou Medical University, Xuzhou, China
| | - Shuang Chen
- School of Nursing, Xuzhou Medical University, Xuzhou, China
| |
Collapse
|