Assessing the competences associated with a nursing Bachelor thesis by means of rubrics

Barriers to the completion of bachelor thesis for bachelor nursing students during their internship: A qualitative study from dual student and faculty perspectives

BACKGROUND

Bachelor thesis are among the most important ways of exercising Chinese nursing students' research skills and developing critical thinking. However, there is a mismatch between the expectations and abilities of clinical nursing teachers and nursing students. Exploring the impediments to nursing students' research skills can provide a basis for developing targeted improvements.

OBJECTIVE

To identify barriers to the completion of research projects among nursing undergraduates during their internships from the dual student and instructor perspectives.

DESIGN

Descriptive qualitative design.

SETTING

Affected by the COVID-19 pandemic, we conducted this study at a tertiary hospital in Fuzhou, Fujian Province.

PARTICIPANTS

The study was conducted using a purposive sample of 16 nursing interns and six instructors.

METHODS

Data were collected through semi-structured interviews to provide nursing students and instructors with various perspectives. The collected data were analysed using thematic analysis methods.

RESULTS

This study included 16 students (two male and 14 female; age 21.75 ± 0.66 years), six instructors (age 34.33 ± 1.97 years), which was sufficient to reach data saturation. We identified 126 codes from the interview data and obtained seven subcategories among three categories: a) Lack of scientific research training: lack of clinical instructors' experience, lack of academic training courses, and lack of necessary scientific research resources support; b) Poor communication: excessive workload, poor instructor-student relationship, and lack of communication skills; and c) Lack of support systems: lack of support from other disciplines and negative coping patterns.

CONCLUSIONS

The findings of this study will help nursing interns develop an interest in scientific research throughout their internships. Reducing barriers will also strengthen teacher training programmes, improve the teaching process, promote teacher-student communication, and provide students with necessary social support.

The effect of writing a bachelor thesis on attitudes towards nursing research and development: A cross-sectional comparative study between students and professionals

BACKGROUND

Research is essential to practice nursing and must be duly enhanced during university training. Therefore, writing a bachelor thesis may help to develop research skills and thus transfer this skill set to practical application.

OBJECTIVES

1) To ascertain whether writing a bachelor thesis has a bearing on attitudes towards nursing research and development; 2) to establish a comparison between groups (students and nurses), and 3) to analyse other factors (work experience, advanced training, research experience) that may influence the relationship between nurses and nursing research and development.

DESIGN

A cross-sectional comparative study.

SETTING AND PARTICIPANTS

The participants totalled 204: 38 nursing students and 166 nurses.

METHODS

Data were gathered using the instrument Nurses' Attitudes towards Research and Development within Nursing devised by Björkström and Hamrin (2001) version II validated in Spanish. This instrument consists of 33 statements grouped into 7 factors, whose responses offer 5 alternatives on a Likert scale.

RESULTS

Most participants were female (86.3 %), with a mean age of 36 (SD = 11.65). The participants who have written a bachelor thesis obtained a higher score (Mdn = 4.14; range = 2.06) than those who have not (Mdn = 3.98; range = 2.13), with a significant difference (U = 3959.5; p = 0.012) and a moderate effect size (Hedges's g = 0.40). The students are those who obtained the highest scores. Amongst the nurses, educational training is the element that is most positively correlated with attitudes towards nursing research and development (r = 0.340).

CONCLUSION

The results suggest that writing a bachelor thesis engenders greater interest and a favourable attitude towards nursing research and development and displays that the most interested group is the students, followed by nurses holding a degree in nursing, and lastly those with a Diploma of Higher Education in nursing. Nurses' educational training is the most influential aspect, standing above researcher or professional experience.

Service Learning in the Nursing Bachelor Thesis: A Mixed-Methods Study

The Final Degree Project (FDP) is a module that, although intended for the completion of a bachelor thesis (BT), consists of theoretical and clinical teaching. Therefore, introducing service learning (SL) can support student adjustments to the real-world professional role. This study plans to evaluate a teaching innovation project that combines BT and SL through Kirkpatrick's four-level model (reaction, learning, behaviour and results). It takes the form of a convergent parallel mixed-methods design study. The participants were 15 final-year students obtaining a Bachelor of Nursing degree, 4 BT supervising mentors and 4 nurses. At the request of a hospital institution, in their BT, students completed a review of evidence-based nursing protocols. For data collection, the researchers used: an SL questionnaire, student narratives, mentor field diaries and nurse interviews. According to student opinion, the results showed high satisfaction rates (4.44 out of 5), the most developed skills were Independent Work and Information Management, but they signal the need to reinforce the research methodology skills. Finally, positive feedback from all participants is that using SL promotes both the opinion that the BT is useful and also promotes a collaboration between academic and clinical settings.

Sustainable Approach to Certification of Persons: Ensuring Reliability and Quality

Nowadays, sustainability issues are gaining more and more topicality in the context of improving organizational processes, including in the field of conformity assessment. In the field of certification of persons, competence assessment institutions have also become interested in using new approaches as the quality of assessment execution does not fully meet the requirements of stakeholders regarding the ability of a person to apply the acquired knowledge and skills in situations related to the professional activity. The aim of the research is to analyze the aspects of professional competence assessment related to the certification of persons and its performance according to the stakeholder requirements in order to develop a new sustainable approach to the process of certification of persons that would ensure the quality and reliability of its execution. Qualitative and quantitative research methods have been used to analyze the elements of the concept of certification of persons and the main elements of the concept of professional competence. As a result of the research, a new sustainable approach to certification of persons is offered, where certification of persons transforms from a conformity assessment procedure into a professional competence assessment process and ensures that a person’s ability is assessed not only in accordance with the industry requirements, but also with the stakeholder needs.

Rubric for the evaluation of competencies in traumatology in the Degree of Physiotherapy: Delphi approach

BACKGROUND

In health professions, the curriculum that must be met in order to obtain the academic certificate is based on the development of the so-called competencies. The broad content of the Practicum of the Degree of Physiotherapy has led to the creation of multiple types of evaluation, which makes it difficult for faculty members to reach a consensus on competencies. The aim of this study was to develop and validate content of a rubric for the evaluation of acquired competencies related to physiotherapeutic performance and intervention in traumatology within the Practicum of the Degree of Physiotherapy.

METHODS

Following the Delphi methodology, a group of experts from all over the Spanish territory participated in the study. Through on-line questionnaires, several sequential rounds were established, alternated by controlled feedback until obtaining a consensus in the opinion of the experts, which allowed elaborating the final rubric.

RESULTS

Initially, 16 experts were contacted, of whom 10 worked and completed the final content of the rubric. For the 3 rounds that were conducted, the initial 142 interventions of the initial proposition, which correspond to specific competencies, were reduced to the final 29 items that compose the specific evaluation rubric presented in this study.

CONCLUSIONS

This rubric is an evaluation instrument with valid content for the assessment of specific competencies of Traumatology in the Practicum of the Degree of Physiotherapy.

Fostering leadership competence and satisfaction in nursing undergraduates through a student-led conference: A quasi-experimental pre-post study

BACKGROUND

Numerous benefits have been reported for student-led conferences, such as increased leadership. This competence has been recognized as important for nurses so as to ensure the provision of safe and high-quality care in complex environments. However, research has yet to examine empirically the impact of student-led conferences on students' leadership behaviours.

OBJECTIVES

To examine the impact that participation in a student-led conference had on the self-perceived leadership competence of nursing undergraduates.

DESIGN

Quasi-experimental single group pre-post intervention study.

SETTING

Faculty of Medicine and Health Sciences at the Universitat Internacional de Catalunya.

PARTICIPANTS

31 students enrolled in two elective modules offered during the final year (fourth year) of a nursing degree programme.

METHODS

Pre-post assessment of self-perceived leadership behaviours among nursing students involved in planning and organizing a scientific conference. In addition to carrying out the tasks of organizing the Conference, all students participated as co-authors of an oral communication, thus being able to develop both cognitive and non-cognitive domains. Leadership was measured using ES_SALI scale, the Spanish version of the Self-Assessment Leadership Instrument.

RESULTS

Involvement in the student-led conference led to a statistically significant increase in self-perceived leadership competence among nursing undergraduates (p < .001). Both the total ES_SALI score and scores on each of its four dimensions (Strategic thinking, Emotional intelligence, Impact and influence, and Teamwork skills) increased significantly, and the percentage change was above 8% in all cases (p < .01). The greatest increase (10.99%) corresponded to the 'Impact and influence' dimension of leadership.

CONCLUSIONS

The results suggest that student-led conferences are an effective way of helping nursing undergraduates to develop their leadership competence.

An undergraduate thesis training course for faculty reduces variability in student evaluations

BACKGROUND

The undergraduate thesis evaluation process is one of the most prevalent weak points in universities; the literature indicates the need to orient undergraduate thesis evaluators through specific training initiatives.

OBJECTIVES

The aim of this study was to analyze the discrepancies between the grades awarded by undergraduate thesis supervisors and by the panel of faculty examiners, and the effect of training targeted to faculty members.

DESIGN AND METHODS

A cross-sectional study was performed during the 2015-2016 academic year in a Spanish Nursing School.

SETTINGS AND PARTICIPANTS

We analyzed the mean grades from undergraduate thesis evaluation rubrics and the effects of a professional training course on the evaluation process.

RESULTS

A total of 920 rubrics were analyzed. There were significant differences between the 460 grades awarded by the panel (7.63/10.0, standard deviation [SD] 1.57) and the 460 awarded by undergraduate thesis supervisors (8.62/10.0, SD 1.51). The results of the multivariate analysis of variance revealed significant differences according to participation in the training course, with a moderate effect size (ɳ²p = 0.063).

CONCLUSIONS

A training initiative targeted to faculty involved in developing and evaluating undergraduate thesis reduces subjectivity and enhances fairness and quality in student evaluations.

Dimensions of leadership in undergraduate nursing students. Validation of a tool

BACKGROUND

Nurses require leadership skills in order to fulfil their clinical role in an ever-changing healthcare environment. The acquisition of such skills should therefore begin during their professional training.

OBJECTIVES

To identify the dimensions of leadership present among nursing undergraduates in the original Self-Assessment Leadership Instrument (SALI).

DESIGN

This was a validation study involving the translation and cultural adaptation of the Self-Assessment Leadership Instrument (SALI) for use with nursing undergraduates in the Spanish context.

SETTING

Faculty of Medicine and Health Sciences in Spain.

PARTICIPANTS AND METHODS

Participants were 280 nursing undergraduates (years 1-4) from a Spanish university. The SALI was adapted following the back-translation procedure, and its psychometric properties (validity and reliability) were analyzed.

RESULTS

The Spanish version of the SALI maintains the 40 items of the original scale. Scores on the Spanish SALI were positively and significantly correlated (0.542, p = .000) with scores on the General Self-Efficacy Scale (convergent scale) and negatively and significantly correlated (-0.348, p = .000) with the total score on the Lille Apathy Rating Scale (divergent scale). Factor analysis indicated that scores on the Spanish SALI loaded on four dimensions: Strategic thinking, Emotional intelligence, Impact and influence, and Teamwork skills, which together accounted for 43.42% of the total variance. Cronbach's alpha for the total scale was 0.870 (range 0.688-0.781 for the four dimensions). Test-retest reliability over a 15-day interval was high (ICC = 0.929, p = .000).

CONCLUSIONS

The study has identified four key dimensions of leadership that nursing students need to acquire and provides a valid and reliable tool for assessing them. This will enable nurse educators to evaluate the effectiveness of teaching initiatives aimed at developing these competences.

Writing exceptional (specific, student and criterion-focused) rubrics for nursing studies

Effective assessment of nurses in higher education is dependent on the interpretation and demonstration of learning outcomes by students and educators/academics. Rubrics can effectively communicate unit learning outcomes to students and may contribute towards the academic rigour of nursing courses, when assessment criteria are articulated clearly and consistently to both students and educators/academics. This paper aims to describe the different types and uses of rubrics, as well as outline the steps required to develop exceptional rubrics whilst using the literature as a basis for suggestions. Well written rubrics can facilitate consistency of marking across a student cohort, which may result in decreased student anxiety regarding assessment expectations, uniformity of assessment style and layout and may ensure that educators/academics across a teaching team are interpreting assessment criteria, consistently. Exceptional rubrics can empower students to success in academic assessments.

Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams

Assessing interprofessional skills poses challenges for health professions educators. While competency frameworks define the skills graduating students should possess, they do not provide guidance for assessment. This brief report explores validity evidence for use of peer assessment to assess learners and provide feedback for improvement. The context was an online learning experience for 477 fourth-year students from medicine, nursing, and pharmacy who worked together on small interprofessional teams to care for a virtual geriatric patient. At the end of each case unit, students were given a budget of points to allocate among teammates to assess their communication and interprofessional collaboration. Ratings were averaged to provide learners with feedback about their performance. Scores were normally distributed, did not demonstrate a leniency effect, were moderately correlated with ratings that preceptors assigned to students, and had smaller correlations with knowledge scores and other case activity measures. Findings support budget-based peer assessment as a valid and feasible approach for differentiating between students with high interprofessional competency and those who may be deficient. Further exploration should focus on the longitudinal effect of peer assessment, how it may influence individual learning and team dynamics, and whether it could be used for other assessment purposes.