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Alkhelaiwi WA, Traynor M, Rogers K, Wilson I. Assessing the Competence of Nursing Students in Clinical Practice: The Clinical Preceptors' Perspective. Healthcare (Basel) 2024; 12:1031. [PMID: 38786441 PMCID: PMC11121458 DOI: 10.3390/healthcare12101031] [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: 03/07/2024] [Revised: 05/08/2024] [Accepted: 05/10/2024] [Indexed: 05/25/2024] Open
Abstract
Nursing students' integration of theoretical knowledge and practical abilities is facilitated by their practice of nursing skills in a clinical environment. A key role of preceptors is to assess the learning goals that nursing students must meet while participating in clinical practice. Consequently, the purpose of this study was to explore the current evidence in relation to competency assessment and assessment approaches, and the willingness of preceptors for assessing nursing students' competency in a clinical setting. The scoping review used the five-stage methodological framework that was developed by Arksey and O'Malley, as well as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Relevant studies were searched by applying a comprehensive literature search strategy up to April 2024 across the following databases: CINAHL, OVID MEDLINE, EMBASE, and PUBMED. A total of 11,297 studies published between 2000 and April 2024 were revealed, and 38 were eligible for inclusion, which the research team categorised into three main themes: definitions of competence, tools for assessing competence and preceptors' and mentors' viewpoints in relation to the assessment of nursing students' competence. This review established that there are a multitude of quantitative instruments available to assess clinical competence; however, a lack of consistency among assessment instruments and approaches between countries and higher education institutions is prevalent. Existing research evidence suggests that the preceptors carried out the assessment process clinically and they found difficulties in documenting assessment. The assessing of nursing students' competency and the complexity of assessment is a concern for educators and mentors worldwide. The main concern centers around issues such as the interpretation of competence and complex measurement tools.
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Affiliation(s)
- Watin Arif Alkhelaiwi
- Nursing Department, Faculty of Applied Medical Science, Jouf University, Sakaka 72388, Aljouf Region, Saudi Arabia
- School of Nursing and Midwifery, Queen’s University Belfast, Belfast BT9 7BL, UK; (M.T.); (K.R.); (I.W.)
| | - Marian Traynor
- School of Nursing and Midwifery, Queen’s University Belfast, Belfast BT9 7BL, UK; (M.T.); (K.R.); (I.W.)
| | - Katherine Rogers
- School of Nursing and Midwifery, Queen’s University Belfast, Belfast BT9 7BL, UK; (M.T.); (K.R.); (I.W.)
| | - Iseult Wilson
- School of Nursing and Midwifery, Queen’s University Belfast, Belfast BT9 7BL, UK; (M.T.); (K.R.); (I.W.)
- College of Nursing and Midwifery, Mohammed Bin Rashid University, Dubai P.O. Box 505055, United Arab Emirates
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Juntunen MM, Kamau S, Oikarainen A, Koskenranta M, Kuivila H, Ropponen P, Mikkonen K. The experiences and perceptions of nurse educators of culturally and linguistically diverse nursing students' competence development - Qualitative study. NURSE EDUCATION TODAY 2024; 135:106100. [PMID: 38306805 DOI: 10.1016/j.nedt.2024.106100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Revised: 12/19/2023] [Accepted: 01/16/2024] [Indexed: 02/04/2024]
Abstract
BACKGROUND Many countries are becoming increasingly culturally and linguistically diverse due to globalisation and migration. The global shortage of nurses and the consequent migration of nursing professionals is leading to increasing cultural and linguistic diversity in health care and nursing education. Nurse educators play a significant role in supporting nursing students' competence and working life readiness. RESEARCH AIM To describe nurse educators' experiences and perceptions regarding competence and competence development of CALD nursing students. METHODS The study was conducted using a descriptive qualitative approach utilising individual thematic interviews for data collection. A purposive sample consisting of 20 volunteer nurse educators from five higher education institutions was used for the purpose. Data was collected in semi-structured interviews based on a literature review of previous studies. The data were analysed using inductive content analysis. The COnsolidated criteria for REporting Qualitative research (COREQ) criteria were used in the reporting of this study. RESULTS According to the content analysis, three main categories describing aspects related to the competence and competence development of CALD nursing students were identified: 1) educator's competence to support student's learning process and competence development, 2) development of supportive structures and safe learning environments, and 3) student-specific competence and competence development. The educators emphasised that setting clear goals, providing encouragement, having an open discussion, and student-centered approach to support their learning process and create a safe learning environment. CONCLUSIONS Supporting the learning process of CALD nursing students and developing safe learning environments were considered essential for the development of competence. These areas must be supported by developing educators' pedagogical and cultural competence and providing sufficient resources for both students and educators. In addition, the curriculum must be designed to support these aspects.
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Affiliation(s)
- Milka-Maaria Juntunen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland
| | - Suleiman Kamau
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland; Department of healthcare and social services, JAMK University of applied sciences, Jyvaskyla, Finland.
| | - Ashlee Oikarainen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland.
| | - Miro Koskenranta
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland
| | - Heli Kuivila
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland.
| | - Paula Ropponen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland.
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland; Medical Research Center Oulu, Wellbeing Services County of North Ostrobothnia, Oulu, Finland.
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Palmar‐Santos AM, Oter‐Quintana C, Olmos R, Pedraz‐Marcos A, Robledo‐Martin J. A mixed methods study using case studies prepared by nursing students as a clinical practice evaluation tool. Nurs Open 2023; 10:6592-6601. [PMID: 37340631 PMCID: PMC10415993 DOI: 10.1002/nop2.1919] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 05/12/2023] [Accepted: 06/05/2023] [Indexed: 06/22/2023] Open
Abstract
AIM To identify the presence of variability in the evaluation of case studies prepared by nursing students during their primary care rotations based on the existing evaluation rubric. To explore the difficulties experienced by link lecturers and students in preparing and evaluating case studies. DESIGN A mixed methods study. METHODS The scores for the rubric items and the final grades for the case studies were collected from a sample of 132 cases. Qualitative information was collected by conducting open-ended interviews with lecturers and a focus group session with students. RESULTS Statistically significant differences were identified between the lecturers' mean final grades [F(5.136) = 3.984, p = 0.002] and a variety of items in the evaluation rubric (p < 0.05). In addition, effect sizes [η2 (≈0.14)] of considerable magnitude were found. Two themes emerged from the qualitative data: (1). the challenge of preparing the case studies and (2). the variable nature of the evaluations.
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Affiliation(s)
- Ana María Palmar‐Santos
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Nursing and Health Care Research Group of the Health Research Institute “Puerta de Hierro‐Segovia de Arana” (IDIPHISA)MajadahondaSpain
| | - Cristina Oter‐Quintana
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Nursing and Health Care Research Group of the Health Research Institute “Puerta de Hierro‐Segovia de Arana” (IDIPHISA)MajadahondaSpain
| | - Ricardo Olmos
- Social Psychology and Methodology Department, Faculty of PsychologyAutonomous University of MadridMadridSpain
| | - Azucena Pedraz‐Marcos
- Health Care Research Unit, Institute of Health Carlos III; Nursing Department, Faculty of MedicineAutonomous University of MadridSpain
| | - Juana Robledo‐Martin
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Gregorio Marañon Health Research InstituteIiSGMMadridSpain
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Borren J, Brogt E, Andrew C, Milligan K. A qualitative analysis investigating competence assessment of undergraduate nursing students. Contemp Nurse 2023; 59:392-401. [PMID: 37559234 DOI: 10.1080/10376178.2023.2242972] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Accepted: 07/26/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND This study reports on the process of competence assessment in undergraduate nursing programmes in New Zealand. AIM To identify current competence assessment practice and determine how competence assessment is constructed in order to reflect student development. DESIGN This research utilised a qualitative exploratory-descriptive design. PARTICIPANTS Nurse educators from nine tertiary institutions opted to participate in the research. METHODS Semi-structured interviews were conducted and data were analysed using a thematic analysis approach. RESULTS Three themes are reported in this article; clinical assessment pedagogy, measure of competence, and relational assessment practice. There was significant variation between and within institutions in conducting competence assessment while scaffolding competence assessment throughout the degree programme was highlighted as a challenge. CONCLUSIONS This study highlights the need for an assessment process that allows for the developing competence of nursing students and competencies that are designed to adequately assess students in each year of the nursing programme.
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Affiliation(s)
- Jo Borren
- University of Otago, Christchurch, New Zealand
| | - Erik Brogt
- University of Canterbury, Christchurch, New Zealand
| | - Cathy Andrew
- University of Canterbury, Christchurch, New Zealand
| | - Kaye Milligan
- Ara Institute of Canterbury, Christchurch, New Zealand
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Kleijer EFW, Schuurmans MJ, Ten Cate O, Pool IA. Preceptors' considerations when entrusting professional activities to postgraduate nursing students: A qualitative study. NURSE EDUCATION TODAY 2023; 125:105799. [PMID: 36989637 DOI: 10.1016/j.nedt.2023.105799] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Revised: 02/28/2023] [Accepted: 03/09/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Nurse-preceptors regularly struggle to evaluate students' readiness to take care of patients unsupervised, even with sophisticated workplace-based assessment tools. Preceptors' gut feelings are not always captured well, but are critical for judgement of readiness for learner entrustment with care tasks. Studies in medical education report features that clinicians consider important when trusting students with clinical responsibilities that might also apply in nursing. OBJECTIVES To unravel preceptors' considerations when entrusting professional activities to postgraduate nursing students. The findings may contribute to the improvement of workplace-based assessments and the training of preceptors. METHODS Thematic analysis of semi-structured interviews with sixteen nurse-preceptors from three postgraduate nursing specialisations in Dutch hospitals. RESULTS Three themes emerged: CONCLUSIONS: For preceptors of postgraduate nursing students, entrustment requires more than merely insight into objectively measurable competencies. Entrusting is accompanied by subjectivity related to what preceptors expected of students. These expectations are in line with suggested factors in the literature-capability, integrity, reliability, agency, and humility-considered before entrusting students with clinical responsibilities identified in medical training. Entrusting is also accompanied by what preceptors realise about their own role in entrustment decisions. Combining different information sources made assessment more transparent and the implicit more explicit.
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Affiliation(s)
- E F Wilma Kleijer
- Academy, University Medical Centre Utrecht, Utrecht, The Netherlands.
| | - Marieke J Schuurmans
- Educational Centre, University Medical Centre Utrecht, Utrecht, The Netherlands.
| | - Olle Ten Cate
- Utrecht Centre for Research and Development of Health Professions Education, University Medical Centre Utrecht, Utrecht, The Netherlands.
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Currie J, Thompson C, Grootemaat P, Andersen P, Finnegan A, Carter M, Halcomb E. A scoping review of clinical skill development of preregistration registered nurses in Australia and five other English-speaking countries. J Clin Nurs 2023; 32:283-297. [PMID: 35146817 PMCID: PMC10078692 DOI: 10.1111/jocn.16239] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 01/06/2022] [Accepted: 01/14/2022] [Indexed: 12/14/2022]
Abstract
AIM The aim of this scoping review is to synthesise current evidence around the clinical skill development of preregistration registered nurses (RNs) in Australia, United Kingdom (UK), Ireland, United States (US), Canada and New Zealand, to inform nurse education, policy and clinical practice. BACKGROUND Nursing is a practical profession, and registered nurses require specific skills, knowledge and attributes in order to care for patients safely. The context for health care delivery is shifting, and the education of nurses must adapt to effectively equip the registered nurse of the future. DESIGN A scoping review was conducted of clinical skill development in preregistration nurses. CINAHL Plus, MEDLINE, Health Source (Nursing/Academic edition) and Scopus were searched. Included studies were primary Australian studies and international literature reviews, which focussed on preregistration nursing education. Papers were written in the English language and focussed on clinical skill development. Results were synthesised narratively. The review is reported here in accordance with the Preferred Reporting Items for Systematic Review and Meta-analyses Scoping Review extension (PRISMA-ScR) guidelines. RESULTS One hundred fifty-five Australia studies and 89 international reviews were included in the review. Six key themes were identified, namely clinical skills, approaches to teaching and learning, interprofessional education, assessment of learning, clinical placement and simulation. CONCLUSION There is substantial variation in strategies and programmes to facilitate clinical skill development both within Australia and internationally, indicating a genuine shift away from traditional didactic pedagogy. New graduate registered nurses were expected to be "work-ready," albeit at a novice level, when they enter the workplace. Future research should consider measures of impact on actual clinical practice and focus on developing work-ready graduates for the range of clinical settings in which they may practice. Educators, policymakers and educational institutions can use these findings to inform curriculum developments to ensure that clinical skill development is evidence-based.
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Affiliation(s)
- Jane Currie
- Queensland University of Technology, Kelvin Grove Campus, Brisbane, Queensland, Australia.,Susan Wakil School of Nursing & Midwifery, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Cristina Thompson
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Pam Grootemaat
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology, Hamilton, New Zealand.,School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Queensland, Australia.,School of Nursing, Midwifery and Social Science, CQ University, Queensland, Australia
| | - Alan Finnegan
- University of Chester, Riverside Campus, Chester, UK
| | - Michael Carter
- University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Elizabeth Halcomb
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
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Huang SM, Fang SC, Hung CT, Chen YH. Psychometric evaluation of a nursing competence assessment tool among nursing students: a development and validation study. BMC MEDICAL EDUCATION 2022; 22:372. [PMID: 35578326 PMCID: PMC9109292 DOI: 10.1186/s12909-022-03439-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Accepted: 05/09/2022] [Indexed: 05/27/2023]
Abstract
BACKGROUND Nursing competence refers to the core abilities that are required for fulfilling one's role as a nurse. A specific instrument comprehensively measuring competence among nursing students has not yet been developed. The purpose of the study was to develop and validate a nursing competence instrument for nursing students in bachelor training. METHODS A descriptive and explorative study design was used. Data were collected from students at one medical college in Taiwan in 2020 and 2021. A total of 241 nursing students participated in this study. We developed the initial instrument through systematic review, expert evaluations, and pilot versions. Its validity was then tested using confirmatory factor analysis (CFA) and criterion-related validity, while its reliability was tested using Cronbach's alpha and test-retest analysis. RESULTS The final fit indexes of CFA were as follows: chi-square = 860.1 (p < 0.01), normed chi-square = 2.24, SRMR = 0.04, RMSEA = 0.07, CFI = 0.94, and TLI = 0.94. Cronbach's alpha values for the subscales observed ranged from 0.91 to 0.98. The test-retest reliability coefficient for the Nurse Competence Scale was 0.515 (n = 30, p < 0.01). CONCLUSIONS The instrument exhibited acceptable psychometric properties, thereby proving itself a valuable tool for evaluating nursing students' competence at bachelor training. Further assessments of its reliability, validity, and generality from mentors' and scholars' views in different contexts and cultures are recommended.
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Affiliation(s)
- Sheng-Miauh Huang
- Department of Nursing, MacKay Medical College, No. 46, Section 3, Zhongzheng Rd., Sanzhi Dist., New Taipei City, 252 Taiwan
| | - Su-Chen Fang
- Department of Nursing, MacKay Medical College, No. 46, Section 3, Zhongzheng Rd., Sanzhi Dist., New Taipei City, 252 Taiwan
| | - Chia-Tai Hung
- Department of Nursing, MacKay Medical College, No. 46, Section 3, Zhongzheng Rd., Sanzhi Dist., New Taipei City, 252 Taiwan
| | - Yi-Heng Chen
- Department of Nursing, MacKay Medical College, No. 46, Section 3, Zhongzheng Rd., Sanzhi Dist., New Taipei City, 252 Taiwan
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Adkins DA, Aucoin JW. Failure to fail - Factors affecting faculty decisions to pass underperforming nursing students in the clinical setting: A quantitative study. Nurse Educ Pract 2021; 58:103259. [PMID: 34856470 DOI: 10.1016/j.nepr.2021.103259] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Revised: 10/26/2021] [Accepted: 11/15/2021] [Indexed: 11/29/2022]
Abstract
AIM The purpose of the study was to explore the relationship between face-implicating factors and faculty's likelihood of failing students in the clinical setting who do not meet passing criteria. BACKGROUND Clinical nursing faculty members struggle to assign failing grades to underperforming students in the clinical setting; this is known as failure to fail. Qualitative literature has revealed common factors for failure to fail; however, quantitative studies are required to determine the extent to which those factors affect faculty's decision-making process. DESIGN A quantitative, descriptive design was used. METHODS Snowball sampling was used to recruit participants from CCNE- and ACEN-accredited nursing programs to complete an online survey. There were 353 responses to the survey (a 30% return rate) and 327 usable responses. Eligibility criteria included pre-licensure nursing faculty members who had taught in the clinical setting within the past three years. The tool used for the study was adapted from Dibble's (2014) tool, which explored face-implicating factors' impact on the transmission of bad news. RESULTS Respondents who did not commit failure to fail (F2FN) disagreed more strongly with every survey item than those who committed failure to fail (F2FY). The differences in mean scores were compared and 64% of those differences were statistically significant (p < 0.05). Respondents who did not commit failure to fail were less affected by the face-implicating factors than those who committed failure to fail. CONCLUSIONS the null hypothesis was rejected; a direct connection was found between face-implicating factors and faculty's likelihood of passing students in the clinical setting who do not meet passing criteria.
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Almalkawi I, Jester R, Terry L. Developing a consensus-based scoring rubric to enhance practice-based assessment of student nurses' clinical competence: A Delphi study. NURSE EDUCATION TODAY 2021; 100:104859. [PMID: 33713987 DOI: 10.1016/j.nedt.2021.104859] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2020] [Revised: 02/15/2021] [Accepted: 02/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Concerns about reliability and validity of practice-based assessment of professional competencies are frequently reported in the literature. Difficulty in understanding competency statements or distinguishing different achievement levels has been found to be a major factor. OBJECTIVES To develop a consensus-based scoring rubric based on stakeholders' interpretations of level descriptors for student nurses' professional values competencies. DESIGN Two rounds of Classic e-Delphi. SETTINGS This study was conducted in a London based university using Bristol Online Survey website as a host. PARTICIPANTS 100 stakeholders with vested interests in undergraduate pre-registration nurse education were purposefully invited to participate. METHOD Round one collected free-text interpretations of the United Kingdom Nursing and Midwifery Council professional values competency statements. Round two used a Likert scale questionnaire to measure the level of agreement to the level descriptor statements generated through round one. Responses were analysed through content analysis in round one and consensus measure in round two. A threshold of 70% agreement to determine consensus was set in advance. RESULTS In round one, 47 participants provided their interpretations of the competency statements. In round two, 51 participants completed the questionnaire. All 24 items achieved a strong consensus with 86%-100% of participants agreeing or strongly agreeing with the statements. CONCLUSIONS A Delphi study was successfully used to develop a consensus-based scoring rubric with clearly stated descriptors for professional values competency statements. This scoring rubric holds the potential to enhance practice-based assessment across all healthcare professional disciplines.
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Affiliation(s)
- Ibraheim Almalkawi
- School of Health and Social Care, London South Bank University, 103 Borough Road, London SE1 0AA, United Kingdom.
| | - Rebecca Jester
- University of Wolverhampton, Faculty of Education Health and Wellbeing, Gorway Road WS1 3BD, United Kingdom.
| | - Louise Terry
- School of Health and Social Care, London South Bank University, 103 Borough Road, London SE1 0AA, United Kingdom.
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Nascimento JDSG, Siqueira TV, Oliveira JLGD, Alves MG, Regino DDSG, Dalri MCB. Development of clinical competence in nursing in simulation: the perspective of Bloom's taxonomy. Rev Bras Enferm 2021; 74:e20200135. [PMID: 33787788 DOI: 10.1590/0034-7167-2020-0135] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Accepted: 09/20/2020] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES to investigate the scientific evidence on the use of Bloom's taxonomy for developing competence in nursing professionals and students in clinical simulation. METHODS integrative review of the National Library of Medicine (NLM), National Institutes of Health (NIH), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Latin American and Caribbean Literature in Health Sciences (LILACS), Web of Science and SCOPUS databases, using the Rayyan application. RESULTS a total of 871 studies were identified; four composed the sample. The development of clinical competence occurred through the coordination of knowledge, skills, and attitudes. To develop the cognitive domain, the objectives of knowledge and comprehension of the Bloom's taxonomy were mobilized. The psychomotor domain required development of the skills demanded by the proposed clinical care. The affective domain was developed through will and motivation to learn. CONCLUSIONS it is possible to develop clinical competence in nursing by adopting Bloom's taxonomy in each phase of clinical simulation.
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Fernández-García D, Giménez-Espert MDC, Castellano-Rioja E, Prado-Gascó V. What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA. Front Psychol 2020; 11:585826. [PMID: 33391105 PMCID: PMC7775413 DOI: 10.3389/fpsyg.2020.585826] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Accepted: 11/24/2020] [Indexed: 12/01/2022] Open
Abstract
Clinical practices are considered one of the cornerstones in nurses' education. This study provides a framework to determine how factors in the academic environment, influence nursing student's satisfaction with their practices. A cross-sectional analytical study was conducted in a convenience sample of 574 nursing students at a private university in Valencia, during the 2016/2017 academic year, 79% (456) were women. Two statistical methodologies were used for data analysis: hierarchical regression models (HRM) and fuzzy sets qualitative comparative analysis (fsQCA). The HRM indicate that the students' mean score influences all dimensions of satisfaction. Furthermore, in the fsQCA, the type of service and center, as well as the type of management, the preference in the choice of the practice center and the number of students per period per clinical educator influence satisfaction with clinical practices. These results could be used to understand how academic factors influence nursing students' satisfaction with their clinical practices and to create intervention programmes that improve it. This will help prepare students to be the future nursing workforce.
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Affiliation(s)
| | | | | | - Vicente Prado-Gascó
- Social Psychology Department, Faculty of Psychology, University of Valencia, Valencia, Spain
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Competence perceptions of veterinary nursing students and registered veterinary nurses in Ireland: a mixed methods explanatory study. Ir Vet J 2020; 73:10. [PMID: 32566129 PMCID: PMC7301512 DOI: 10.1186/s13620-020-00162-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Accepted: 05/21/2020] [Indexed: 12/03/2022] Open
Abstract
Background Veterinary regulators require veterinary nursing students to demonstrate clinical competence prior to registration and practice as a veterinary nurse. However, in common with other medical professions, there is no one broadly accepted definition of competence. Studies in nursing have revealed that practicing nurses may view newly qualified colleagues as lacking competence, leading to disillusionment with nursing training programmes. Similar studies are lacking in veterinary nursing, despite the profession having recently undergone a similar transition from workplace-based training to undergraduate education. Methods A mixed methods explanatory study surveyed 66 Irish registered veterinary nurses and 31 first year veterinary nursing students at two Irish third level institutions to obtain their views on what constitutes veterinary nursing competence and when veterinary nurses develop it. The surveys were followed by student focus groups and semi-structured one-on-one interviews with registered veterinary nurses. Content analysis was employed to analyse the surveys, while the focus groups and interview transcripts underwent thematic analysis. Results Students perceived competence primarily as the ability to provide patient care, and they expected it to develop close to the time of graduation. RVNs held a broader definition of competence, incorporating leadership skills and confidence as well as patient care provision. RVNs expected it to take approximately two years of workplace-based experience post-graduation for a veterinary nurse to develop competence. In addition, RVNs recognised that anxiety felt by many newly qualified veterinary nurses during this period could be attenuated by mentorship from more experienced colleagues. Conclusions Irish RVNs and veterinary nursing students perceive competence differently, similar to previous findings from the nursing profession. Educators and regulators should provide explicit descriptions of terms such as ‘competence’ to avoid confusion and possible disillusionment amongst veterinary nursing stakeholders.
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Hawker C, Courtenay M, Wigglesworth N, Gould D. National cross-sectional survey to explore preparation to undertake aseptic technique in pre-registration nursing curricula in the United Kingdom. NURSE EDUCATION TODAY 2020; 90:104415. [PMID: 32408246 DOI: 10.1016/j.nedt.2020.104415] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2019] [Revised: 02/12/2020] [Accepted: 03/21/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Aseptic technique is a core nursing skill. Sound preparation is required during pre-registration nursing education to enable student nurses to acquire the knowledge and skills necessary to prevent and control healthcare-associated infection and promote patient safety. Few studies have explored nursing students' education and training in aseptic technique. OBJECTIVES To investigate what, when and how pre-registration nursing students are taught aseptic technique and how they are assessed in undergraduate, pre-registration nursing programmes in the United Kingdom. DESIGN National cross-sectional survey exploring preparation to undertake aseptic technique in pre-registration nursing curricula in the United Kingdom. SETTING Universities providing undergraduate, pre-registration adult nursing programmes in the United Kingdom. PARTICIPANTS Nurse educators. METHODS Structured telephone interviews were conducted with nurse educators. Descriptive and inferential statistical data analyses were undertaken. RESULTS Response rate was 70% (n = 49/70). A variety of different learning and teaching methods were reported to be in use. Teaching in relation to aseptic technique took place in conjunction with teaching in relation to different clinical procedures rather than placing emphasis on the principles of asepsis per se and how to transfer them to different procedures and situations. Wide variation in teaching time; use of multiple guidelines; inaccuracy in the principles identified by educators as taught to students; and limited opportunity for regular, criteria based competency assessment were apparent across programmes. CONCLUSIONS Pre-registration preparation in relation to aseptic technique requires improvement. There is a need to develop a working definition of aseptic technique. The generalisability of these findings in other healthcare students needs to be explored.
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Affiliation(s)
- Clare Hawker
- School of Healthcare Sciences, Cardiff University, UK.
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Tuomikoski AM, Ruotsalainen H, Mikkonen K, Kääriäinen M. Nurses' experiences of their competence at mentoring nursing students during clinical practice: A systematic review of qualitative studies. NURSE EDUCATION TODAY 2020; 85:104258. [PMID: 31830638 DOI: 10.1016/j.nedt.2019.104258] [Citation(s) in RCA: 33] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Revised: 10/01/2019] [Accepted: 10/29/2019] [Indexed: 06/10/2023]
Abstract
UNLABELLED Aim To identify and synthesize the best available evidence on nurse mentors' experiences of their competence in mentoring nursing students during clinical practice. DESIGN The research employed a systematic literature review that followed the guidelines of the Joanna Briggs Institute (JBI). DATA SOURCES The databases CINAHL, Medline Ovid, Scopus, Eric, Web of Science, Medic, and OATD were systemically searched from 2000 to 2017. REVIEW METHODS The identified studies were screened by title, abstract (n = 3080) and full-text (n = 91) using the following inclusion criteria: registered nurses, nurses' experiences of competence in mentoring nursing students, acute and primary care organizations providing clinical practice for nursing students, qualitative study. Quality appraisal was performed, data extracted and findings from the included studies (n = 21) were pooled using meta-aggregation with the Qualitative Assessment and Review Instrument (JBI-QARI). RESULTS A total of 92 extracted findings were aggregated into 21 categories and then further grouped into five synthesized findings: 1) creating an interactive relationship with the student; 2) developing mentor's characteristics and cooperation with stakeholders; 3) providing goal-oriented mentoring; 4) supporting students' development to nurse profession; 5) supporting the student's learning process. CONCLUSIONS This review demonstrated that multifaceted mentoring competence is essential to supporting students' learning processes and helping them become confident professionals. For this reason, the findings suggest that healthcare organizations which provide clinical practice for students should emphasize developing the mentoring competence of nurses by offering nurse mentors adequate education, ensuring that the organizational structure affords them sufficient support, and creating a receptive learning atmosphere.
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Affiliation(s)
- Anna-Maria Tuomikoski
- Nursing Research Foundation, Asemamiehenkatu 2, FI-00520 Helsinki, Finland; The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Finland.
| | | | - Kristina Mikkonen
- University of Oulu, Faculty of Medicine, Research Unit of Nursing Science and Health Management, P:O:Box 5000, FI-90014 Oulu, Finland.
| | - Maria Kääriäinen
- The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Finland; University of Oulu, Faculty of Medicine, Research Unit of Nursing Science and Health Management, P:O:Box 5000, FI-90014 Oulu, Finland; University Hospital of Oulu, PL 10, FI-90029, Finland.
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Pramila‐Savukoski S, Juntunen J, Tuomikoski A, Kääriäinen M, Tomietto M, Kaučič BM, Filej B, Riklikiene O, Vizcaya‐Moreno MF, Perez‐Cañaveras RM, De Raeve P, Mikkonen K. Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies. J Clin Nurs 2019; 29:684-705. [DOI: 10.1111/jocn.15127] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Revised: 10/28/2019] [Accepted: 11/10/2019] [Indexed: 11/26/2022]
Affiliation(s)
| | - Jonna Juntunen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
| | - Anna‐Maria Tuomikoski
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- The Finnish Centre for Evidence‐Based Health Care: A Joanna Briggs Institute Centre of Excellence Helsinki Finland
| | - Marco Tomietto
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- Hospital Administration Department Azienda per l'Assistenza Sanitaria n.5 “Friuli Occidentale” Pordenone Italy
| | | | | | - Olga Riklikiene
- Faculty of Nursing Lithuanian University of Health Sciences Kaunas Lithuania
| | | | - Rosa M Perez‐Cañaveras
- Nursing Department, Clinical Nursing Research Group University of Alicante Alicante Spain
| | - Paul De Raeve
- European Federation of Nurses Associations Brussels Belgium
| | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
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Newly Qualified Nurses' Perception of Their Competency Achievement on Leaving University: A Qualitative Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16214284. [PMID: 31690034 PMCID: PMC6862868 DOI: 10.3390/ijerph16214284] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 11/01/2019] [Accepted: 11/03/2019] [Indexed: 01/06/2023]
Abstract
Background: After implementing the Tuning Educational Structures in Europe Project, numerous efforts have been made to define, establish, and evaluate nursing competences. The European Federation of Nurses Association played a key role in enacting the nursing competences included in Directive 2013/55/EU. Nevertheless, assessing competences remains elusive, and there is little research into nurses’ perceptions of the competency training provided by their universities. The purpose of the study was to explore the perceptions and experiences of newly qualified nurses about the competences they acquired during their university education. Methods: A qualitative research study was developed in a Spanish university. Twelve semi-structured interviews with newly qualified nurses were conducted, and two focus groups made up of twelve students were carried out in order to triangulate the results. Participants were recruited through email contact. Interviews focused on clinical training, theoretical content, and the reality of healthcare. Data was analyzed thematically. Results: Two main themes emerged: (1) improving theoretical content and (2) rethinking practical lessons and clinical training. A lack of knowledge about mental health, pharmacology, or critical care has been found; in addition, it was highlighted, among others, the need to improve communication skills in difficult and conflictive situations. Conclusions: Considering the participants’ perception of deficiency in some aspects of most of the competences established by the European Federation of Nurses Association, further research has been suggested to include other stakeholders’ views.
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Immonen K, Oikarainen A, Tomietto M, Kääriäinen M, Tuomikoski AM, Kaučič BM, Filej B, Riklikiene O, Flores Vizcaya-Moreno M, Perez-Cañaveras RM, De Raeve P, Mikkonen K. Assessment of nursing students' competence in clinical practice: A systematic review of reviews. Int J Nurs Stud 2019; 100:103414. [PMID: 31655385 DOI: 10.1016/j.ijnurstu.2019.103414] [Citation(s) in RCA: 69] [Impact Index Per Article: 13.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Revised: 06/30/2019] [Accepted: 08/28/2019] [Indexed: 11/28/2022]
Abstract
BACKGROUND The assessment of nursing students' nursing competence is a matter of concern worldwide and the complexity of assessing students' clinical competence has challenged educators for decades. It has been recognized that there is inconsistency among assessment methods and tools between countries and institutions. OBJECTIVE To identify the current best evidence on the assessment of nursing students' competence in clinical practice. DESIGN Systematic review of reviews. DATA SOURCES The electronic databases CINAHL, PubMed, Eric, Medic and the JBI Database of Systematic Reviews and Implementation Reports were searched in autumn 2018. REVIEW METHODS Two researchers independently assessed the eligibility of the studies by title, abstract and full-text, and then assessed the methodological quality of the included studies. Analysis of study findings was conducted using the thematic synthesis approach. RESULTS Six reviews were included following critical appraisal. Assessment tools used to assess students' nursing competence commonly focus on the domains of professional attributes, ethical practices, communication and interpersonal relationships, nursing processes, critical thinking and reason. Clinical learning environments and mentoring provide important support structures and guide the learning of students. The availability of assessment tools and criteria along with providing individualized feedback and time for reflection strengthen the objectivity and reliability of assessment. CONCLUSIONS There continues to be a need to develop consistent and systematic approaches in assessment, and to use reliable and valid instruments in assessment. Mentors find assessment of students' competence to be particularly challenging and emphasize the importance of clear assessment criteria, support from nurse educators and further education on assessment. Further development in feedback practices and providing students with opportunities for reflection are important in supporting the continuous learning process of students.
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Affiliation(s)
- Kati Immonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Ashlee Oikarainen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Marco Tomietto
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Helsinki, Finland
| | - Anna-Maria Tuomikoski
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | | | | | - Olga Riklikiene
- Faculty of Nursing, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | | | | | | | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
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Tuomikoski A, Ruotsalainen H, Mikkonen K, Miettunen J, Juvonen S, Sivonen P, Kääriäinen M. How mentoring education affects nurse mentors’ competence in mentoring students during clinical practice – A quasi‐experimental study’. Scand J Caring Sci 2019; 34:230-238. [DOI: 10.1111/scs.12728] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Accepted: 05/23/2019] [Indexed: 01/10/2023]
Affiliation(s)
- Anna‐Maria Tuomikoski
- Nursing Research Foundation Helsinki Finland
- The Finnish Centre for Evidence‐Based Health Care: A Joanna Briggs Institute Centre of Excellence Helsinki Finland
| | | | | | - Jouko Miettunen
- Center for Life Course Health Research University of Oulu Oulu Finland
| | | | | | - Maria Kääriäinen
- The Finnish Centre for Evidence‐Based Health Care: A Joanna Briggs Institute Centre of Excellence Helsinki Finland
- Oulu University Applied Sciences Oulu Finland
- University Hospital of Oulu Oulu Finland
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