1
|
Romero-Saldaña M, Sánchez-Thevenet P, Almodóvar-Fernández I, González-Moret R, Salas-Medina P, Ranchal-Sánchez A, Gutiérrez-Sánch D, López-Leiva I. Development and validation of a new satisfaction scale for objective structured clinical assessments (S-OSCA): A multicenter cross-sectional study. NURSE EDUCATION TODAY 2024; 141:106308. [PMID: 39038430 DOI: 10.1016/j.nedt.2024.106308] [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: 10/05/2023] [Revised: 06/08/2024] [Accepted: 07/09/2024] [Indexed: 07/24/2024]
Abstract
BACKGROUND Nursing clinical competence assessment has acquired a special relevance at the undergraduate and postgraduate levels in recent years. In this context, the Objective Structured Clinical Assessment (OSCA) has emerged as a valid and feasible method of assessing nursing competence. The Satisfaction with Nursing Skill Examination: Objective Structured Clinical Assessment (SINE-OSCA) scale is a valid and reliable 10-item measure that has been developed to evaluate nursing students' satisfaction with the OSCA in the Australian context. Given the importance that OSCA has gained in Spain, it is necessary to validate this tool to be used in one of the most spoken languages in the world. OBJECTIVES The purpose of the study was to carry out a modification of the SINE-OSCA, cross-cultural adaptation and a psychometric analysis of the new S-OSCA with Spanish nursing students. DESIGN A multicenter study of questionnaire development and validation was carried out in 2023 in four Spanish university nursing centers. The study was carried out in 3 phases: design, pilot implementation, and construct validation. PARTICIPANTS/SETTING The total population of students from these centers amounted to 1350 students. The final sample consisted of 364 nursing students, selected by convenience sampling. METHODS The process of translation and cultural adaptation of SINE-OSCA to the Spanish population was carried out following the guidelines proposed by Beaton et al. Content validation, Internal consistency and temporal reliability were evaluated. RESULTS The S-OSCA presents values in the psychometric indicators (V AIKEN, Bland-Altman diagram, and IVC Lawshe) that exceed the cut-off values established even considering the lower limit of the confidence intervals. This spanish version of the SINE-OSCA has a Cronbach's alpha value that is slightly higher than that reported for that original version (0.928 CI 95 % (0.913-0.94)). Regarding temporal reliability, the S-OSCA scale was completed in 40 nursing students at two times separated by an interval of 15 days. The Intraclass Correlation Coefficient (ICC) obtained was 0.974 CI 95 % (0.952-0.986). CONCLUSIONS The S-OSCA instrument proves to be robust enough to guarantee the quality of its results up to 15 days post-OSCA.
Collapse
Affiliation(s)
- Manuel Romero-Saldaña
- GA-16 Estilos de vida, innovación y salud, Instituto Maimónides de Investigación Biomédica de Córdoba (IMIBIC), Spain; Departamento de Enfermería, Farmacología y Fisioterapia, Universidad de Córdoba, Spain
| | - Paula Sánchez-Thevenet
- Facultad de Ciencias de la Salud-Centro de Castellón, Universidad Cardenal Herrera-CEU, CEU Universities, Calle Grecia s/n, 12006 Castellón, Spain
| | - Isabel Almodóvar-Fernández
- Unidad predepartamental de enfermería, Universitat Jaume I, Grupo de investigación Calidad de vida, deporte y salud, Avinguda de Vicent Sos Baynat, s/n, 12006 Castelló de la Plana, Castelló, Spain.
| | - Rafael González-Moret
- Facultad de Ciencias de la Salud-Centro de Castellón, Universidad Cardenal Herrera-CEU, CEU Universities, Calle Grecia s/n, 12006 Castellón, Spain
| | - Pablo Salas-Medina
- Unidad predepartamental de enfermería, Universitat Jaume I, Grupo de investigación Calidad de vida, deporte y salud, Avinguda de Vicent Sos Baynat, s/n, 12006 Castelló de la Plana, Castelló, Spain
| | | | - Daniel Gutiérrez-Sánch
- Departamento de Enfermería, Facultad de Ciencias de la Salud, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga (IBIMA), Málaga, Spain
| | - Inmaculada López-Leiva
- Departamento de Enfermería, Facultad de Ciencias de la Salud, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga (IBIMA), Málaga, Spain
| |
Collapse
|
2
|
Alamdari MP, Raiesdana N, Nobahar M, Yavari MB. Comparison of the correlation between moral sensitivity and clinical competence in emergency and intensive care nurses: A cross-sectional-correlation study. Int Emerg Nurs 2024; 75:101483. [PMID: 38936275 DOI: 10.1016/j.ienj.2024.101483] [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: 09/23/2023] [Revised: 05/08/2024] [Accepted: 06/08/2024] [Indexed: 06/29/2024]
Abstract
INTRODUCTION Nurses' sensitivity to moral issues, especially in emergency and intensive care units is essential for providing complex nursing care. Therefore, the present study aimed to determine the correlation between moral sensitivity and clinical competence in emergency and intensive care nurses. METHODS The present multi-center cross-sectional correlational study was conducted in 2022 on 180 nurses in five emergency departments and four intensive care units of general hospitals affiliated to Semnan University of Medical sciences. The study tools include a demographic questionnaire, 25 item Lutzen Moral Sensitivity Questionnaire (MSQ), and a standardized Competency Inventory for Registered Nurses (CIRN). Data were analyzed by mean, standard deviation and MANOVA, Pearson's correlation coefficient test. RESULTS The two groups did not have significant differences in demographic characteristics (p < 0.05). Majority of two emergency department nurses (83.9%) and Intensive care nurses (81.8%) had a moderate level of moral sensitivity. Also, clinical competence of majority of emergency department nurses (73.3%) and Intensive care nurses (75.8%) were in moderate level. There was significant positive relationship between moral sensitivity with Clinical competence in emergency department nurses (p ≤ 0.01, r = 0.61). No significant relationship was observed between moral sensitivity and the clinical competence of intensive care nurses (p > 0.05, r = 0.15). CONCLUSIONS There is need for improving the level of knowledge of nurses about moral principles and increasing moral sensitivity which can expand the components of clinical competence, especially in intensive care units.
Collapse
Affiliation(s)
| | - Nayyereh Raiesdana
- Nursing Care Research Center, Semnan University of Medical Sciences, Semnan, Iran; Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Semnan University of Medical Sciences, Semnan, Iran.
| | - Monir Nobahar
- Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Semnan University of Medical Sciences, Semnan, Iran; Social Determinants of Health Research Center, Semnan University of Medical Sciences, Semnan, Iran.
| | | |
Collapse
|
3
|
Pöyhönen N, Ojantausta O, Kaunonen M, Vehviläinen-Julkunen K, Ikonen R. Developing an Instrument to Measure Public Health Nurses' Competence Related to Breastfeeding Beyond 12 Months. J Hum Lact 2024; 40:434-444. [PMID: 38808930 PMCID: PMC11340241 DOI: 10.1177/08903344241254343] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Accepted: 04/24/2024] [Indexed: 05/30/2024]
Abstract
BACKGROUND Health professionals need adequate competence to support breastfeeding beyond infancy. There is no established instrument to measure health professionals' competence regarding long-term breastfeeding. To respond to this shortcoming, the Long-Term Breastfeeding Competence Scale (LBCS) was developed. RESEARCH AIM To develop and pilot an instrument that measures public health nurses' competence related to breastfeeding beyond 12 months in order to provide adequate breastfeeding counseling for families. METHODS This study was conducted as a cross-sectional online survey on public health nurses working in maternity and/or child health clinics. The relevance and clarity of the LBCS were assessed by an expert panel (N = 6). Public health nurses (N = 197) completed the LBCS, which consisted of a knowledge and skills dimension and an attitude dimension. Descriptive statistics were used to describe the characteristics of the study sample. The conceptual validity of the knowledge and skills dimension was assessed using the dichotomous Rasch analysis, and attitude dimension using the exploratory factor analysis. Internal consistency was evaluated using Cronbach's alpha. The distribution of the items was summarized by descriptive statistics. RESULTS According to expert panel evaluations, the LBCS was found to meet the requirements for relevance and clarity (S-CVI 0.90). The internal consistency of the instrument was at a good level (α = 0.796) and met the requirements set for a new instrument. CONCLUSION The LBCS is appropriate to determine public health nurses' competence related to breastfeeding beyond 12 months. The LBCS can be used to identify the need for education concerning breastfeeding beyond 12 months.
Collapse
Affiliation(s)
- Niina Pöyhönen
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Kuopio, Finland
| | - Oona Ojantausta
- Faculty of Social Sciences, Health Sciences, Tampere University, Tampere, Finland
| | - Marja Kaunonen
- Faculty of Social Sciences, Health Sciences, Tampere University, Tampere, Finland
- Pirkanmaa Wellbeing Services, General Administration, Tampere, Finland
| | - Katri Vehviläinen-Julkunen
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Kuopio, Finland
- North Savo Wellbeing Services County, Kuopio, Finland
| | - Riikka Ikonen
- Faculty of Social Sciences, Health Sciences, Tampere University, Tampere, Finland
| |
Collapse
|
4
|
Jallad ST, Alsaqer K, Ismail AI, Nawafleh H. Perceptions of academic staff toward the objective structured clinical examination (OSCE) in clinical nursing: Assessment method. Ir J Med Sci 2024; 193:2097-2103. [PMID: 38451437 DOI: 10.1007/s11845-024-03643-3] [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: 11/03/2023] [Accepted: 02/19/2024] [Indexed: 03/08/2024]
Abstract
BACKGROUND Clinical competence is critical to evaluating nursing students' capacity to undertake professional nursing practice in a safe and professional environment without any bias of examiners. Objective structured clinical examination (OSCE) is used as an assessment method of students' clinical practice skills. AIMS The aim of this study is to assess the nursing faculty members' perception toward OSCE to be used as an assessment method of nursing students in their performing of nursing procedures, as well as explore the advantages and disadvantages of OSCE as perceived by study participants. METHOD A descriptive cross-sectional study was used among nursing faculty members (N = 73) who participated on a workshop that were conducted by Jordanian Nursing Council (JNC) between January 2022 and March 2023. RESULT The mean perception toward OSCE was 105.87 ± 22.02 (p value = 0.001). The majority of faculty members reported a positive perception toward the OSCE (82.2%). The negative perception was significant in gender, age group, level of education, and academic experience (p < 0.05). The majority of faculty members were agree on the advantages of OSCE. CONCLUSION OSCE is a vital assessment and an objective method in assessing the student's clinical competence. More studies exploring the differences of OSCE perceptions and participant's characteristics are required.
Collapse
Affiliation(s)
- Samar Thabet Jallad
- Department of Nursing, Faculty of Health Professions, Al-Quds University, Jerusalem, Palestine.
| | - Khitam Alsaqer
- Department of Nursing Sciences, Faculty of Nursing, Irbid National University, Irbid, Jordan
| | - Amal Ibrahaim Ismail
- Clinical skills and Simulation centre, Jordanian Nursing Council Test Center/ German Jordanian University; Faculty of Nursing, Amman, Jordan
| | - Hani Nawafleh
- Jordanian Nursing Council Faculty of Nursing and Health Sciences, Princess Aisha Bint A-Hussein, Al-Hussein Bin Talal University, Amman, Jordan
| |
Collapse
|
5
|
Munangatire T, Jacob V, Tomas N. Perceived competence and related factors affecting the development of the clinical competence of nursing students at two university sites in Namibia: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:743. [PMID: 38982420 PMCID: PMC11234757 DOI: 10.1186/s12909-024-05729-z] [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: 01/31/2024] [Accepted: 07/01/2024] [Indexed: 07/11/2024]
Abstract
BACKGROUND Ensuring that nursing students graduate with the required clinical competence in nursing is a global challenge. To address this challenge, several studies have looked at various aspects of competency and competency development, however there is scanty evidence on factors affecting development of clinical competency in nursing students. Therefore the, purpose of this study was to investigate nurses' perceived competence and related factors affecting the development of clinical competence of nursing students at two university sites in Namibia. METHODS A cross-sectional design was utilised. Simple random sampling was applied and 272 nursing students at two university campuses in Namibia were selected. An online questionnaire was used. Data were collected between April and May, 2022, over a period of six weeks, and were analysed using Statistical Package of Social Sciences (SPSS) version 27. Chi-square and Spearman correlations were used to assess the associations and correlations, respectively, among the variables. Logistic regression was used to assess the factors associated with the development of clinical competence using a p-value < 0.05 confidence interval. RESULTS Forty-seven percent (47%) of the students were found to be competent while more than half (53%) were not. A Chi-square test found a statistically significant difference between students studying at different campuses and between different year levels (p = < .05). A regression analysis showed that nursing educators' competence (β = .128; p = .36) had a positive influence on nursing students' competence levels, unlike the mode of learning (β = -.140; p = .013), which negatively predicted the development of clinical competence. No significant relationship was found between the development of clinical competence and teaching approaches, assessment, feedback, constructive alignment, theory-practice gap and reflective practice (p = ˃.05). CONCLUSION Educator's competence levels and the mode of learning were the two major factors that were more likely to influence the development of clinical competence among nursing students. Therefore, it is recommended that nursing training institutions prioritise the development of educators' competence and apply various modes of learning to enhance development of nursing students' competence.
Collapse
Affiliation(s)
| | - Victoria Jacob
- University of Namibia, Maria Mwengere Street, P.O. Box 88, Rundu, Namibia
| | - Nestor Tomas
- University of Namibia, Maria Mwengere Street, P.O. Box 88, Rundu, Namibia
| |
Collapse
|
6
|
Notarnicola I, Duka B, Lommi M, Prendi E, Ivziku D, Rocco G, Stievano A. An Observational Cross-Sectional Analysis of the Correlation between Clinical Competencies and Clinical Reasoning among Italian Registered Nurses. Healthcare (Basel) 2024; 12:1357. [PMID: 38998891 PMCID: PMC11241108 DOI: 10.3390/healthcare12131357] [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: 05/13/2024] [Revised: 06/24/2024] [Accepted: 07/05/2024] [Indexed: 07/14/2024] Open
Abstract
Ability, knowledge, aptitude, and skill are the terms identified in the literature as the attributes of the concept of clinical competence. This implies that in order to act competently in their own context, the nurse must be able to make decisions which mainly depend on the ability to put clinical reasoning into practice. However, the evaluation of clinical reasoning in the various clinical-care activities of nursing competence is a necessary operation to prevent routine attitudes. From the perspective of an assessment of nursing competences, the aim of this study is to validate the relationship between the degree of competence recognized in a specific clinical setting and the amount of clinical reasoning executed by nurses. The study design was a cross-sectional observational design, following the guidelines of the Strengthening Reporting of Observational Studies in Epidemiology (STROBE) of observational studies. Both the Italian Nurse Competence Scale and the Nurse Clinical Reasoning Scale were used. The data was collected between 25 January and 5 March 2022. Four hundred twenty-four clinical nurses participated by completing and returning the questionnaires. The instruments underwent assessment to ensure internal consistency and test-retest reliability. Their validity was tested with the validity of known content, construct, and groups. This is supported by statistically significant correlations between the different variables examined and the scores of the different dimensions of the Italian Nurse Competence Scale and the Italian Nurse Clinical Reasoning Scale. The data collected showed an excellent average level of competencies and clinical reasoning, M = range of 72.24 and 63.93, respectively. In addition, we observed satisfactory scores across all dimensions of I-NCS (significance range: 0.000-0.014) and I-NCRS (significance range: 0.000-0.004). The understanding and development of clinical reasoning has also brought out new aspects that require further research. This study provides a fresh perspective on the correlation between clinical competences and clinical reasoning, representing a novel attempt to analyze their relationship.
Collapse
Affiliation(s)
- Ippolito Notarnicola
- Centre of Excellence for Nursing Scholarship, OPI, 00146 Rome, Italy
- Faculty of Medicine, University "Our Lady of the Good Counsel", 1001 Tirana, Albania
| | - Blerina Duka
- Faculty of Medicine, University "Our Lady of the Good Counsel", 1001 Tirana, Albania
| | - Marzia Lommi
- Department of Clinical and Molecular Medicine, Faculty of Medicine and Psychology, University of Rome "La Sapienza", 00157 Rome, Italy
| | - Emanuela Prendi
- Faculty of Medicine, University "Our Lady of the Good Counsel", 1001 Tirana, Albania
| | - Dhurata Ivziku
- Department of Health Professions, Fondazione Policlinico Universitario Campus Bio-Medico, 00128 Rome, Italy
| | - Gennaro Rocco
- Centre of Excellence for Nursing Scholarship, OPI, 00146 Rome, Italy
- Faculty of Medicine, University "Our Lady of the Good Counsel", 1001 Tirana, Albania
| | - Alessandro Stievano
- Centre of Excellence for Nursing Scholarship, OPI, 00146 Rome, Italy
- Faculty of Medicine, University "Our Lady of the Good Counsel", 1001 Tirana, Albania
| |
Collapse
|
7
|
Tomita R. The relationship between general self-efficacy and nursing practice competence for second-year nurses: Empirical quantitative research. Nurs Open 2024; 11:e2233. [PMID: 38961662 PMCID: PMC11222662 DOI: 10.1002/nop2.2233] [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: 05/07/2023] [Revised: 03/13/2024] [Accepted: 06/21/2024] [Indexed: 07/05/2024] Open
Abstract
AIM To examine the relationship between general self-efficacy and nursing practice competence for nurses in the second year of employment. DESIGN A cross-sectional design was used. DATA SOURCES The study included 596 nurses in their second year of employment at 75 medical facilities across Japan and used an online questionnaire survey for data collection. RESULTS The covariance structure analysis showed the path from general self-efficacy (latent variable) to nursing practice competence. Positive correlations were found between all factors on both scales. Multiple regression analysis results showed that the general self-efficacy factors of 'positivity in behavior' and 'confidence in social competence' affect nursing practice competence. CONCLUSION This study emphasizes the importance of enhancing the general self-efficacy of second-year nurses to improve their nursing practice competence. To achieve this, it suggests developing strategies from the perspective of the factors that comprise general self-efficacy. IMPLICATIONS FOR THE PROFESSION AND PATIENT CARE The findings suggest that improving general self-efficacy can enhance nursing practice competence, which could inform the development of interventions to support nurses in improving their competence. The study provides basic data for improving nurses' practice competence. IMPACT This study is the first to establish a relationship between general self-efficacy and nursing practice competence among second-year nurses. It demonstrates the significance of general self-efficacy in enhancing nursing practice competence, particularly for second-year nurses worldwide who may be struggling with their nursing practice competence and considering leaving the profession. The findings offer practical implications for stakeholders involved in nursing education and training programs, with potential applications in professional development. REPORTING METHOD This manuscript adheres to the STROBE guidelines for the reporting of cross-sectional studies. PATIENT OR PUBLIC CONTRIBUTION There was no patient or public contribution.
Collapse
Affiliation(s)
- Ryozo Tomita
- Faculty of NursingMusashino UniversityTokyoJapan
| |
Collapse
|
8
|
Yazeedi BMA, Shakman LMW, Sunderraj SEJ, Prabhakaran H, Arulappan J, Roach EJ, Al Hashmi A, Al Azri Z. Perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education: a mixed methods study. BMC Nurs 2024; 23:441. [PMID: 38943079 PMCID: PMC11212368 DOI: 10.1186/s12912-024-02102-9] [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: 04/07/2024] [Accepted: 06/17/2024] [Indexed: 07/01/2024] Open
Abstract
BACKGROUND Case analysis is a dynamic and interactive teaching and learning strategy that improves critical thinking and problem-solving skills. However, there is limited evidence about its efficacy as an assessment strategy in nursing education. OBJECTIVES This study aimed to explore nursing students' perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education. METHODS This study used a mixed methods design. Students filled out a 13-item study-advised questionnaire, and qualitative data from the four focus groups was collected. The setting of the study was the College of Nursing at Sultan Qaboos University, Oman. Descriptive and independent t-test analysis was used for the quantitative data, and the framework analysis method was used for the qualitative data. RESULTS The descriptive analysis of 67 participants showed that the mean value of the perceived efficacy of case analysis as an assessment method was 3.20 (SD = 0.53), demonstrating an 80% agreement rate. Further analysis indicated that 78.5% of the students concurred with the acceptability of case analysis as an assessment method (mean = 3.14, SD = 0.58), and 80.3% assented its association with clinical competencies as reflected by knowledge and cognitive skills (m = 3.21, SD = 0.60). No significant difference in the perceived efficacy between students with lower and higher GPAs (t [61] = 0.05, p > 0.05) was identified Three qualitative findings were discerned: case analysis is a preferred assessment method for students when compared to MCQs, case analysis assesses students' knowledge, and case analysis assesses students' cognitive skills. CONCLUSIONS This study adds a potential for the case analysis to be acceptable and relevant to the clinical competencies when used as an assessment method. Future research is needed to validate the effectiveness of case analysis exams in other nursing clinical courses and examine their effects on academic and clinical performance.
Collapse
Affiliation(s)
| | | | | | | | | | | | - Aysha Al Hashmi
- Sultan Qaboos University, Al Khodh 66, Muscat, 123, Oman
- Oman College of Health Science, Norht Sharqia Branch, Ibra 66, Ibra, 124, Oman
| | - Zeinab Al Azri
- Sultan Qaboos University, Al Khodh 66, Muscat, 123, Oman.
| |
Collapse
|
9
|
Zaitoun RA. Assessing nurses' professional competency: a cross-sectional study in Palestine. BMC Nurs 2024; 23:379. [PMID: 38840144 PMCID: PMC11151622 DOI: 10.1186/s12912-024-02064-y] [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: 01/14/2024] [Accepted: 06/04/2024] [Indexed: 06/07/2024] Open
Abstract
BACKGROUND Evaluating nurses' professional competence is critical for ensuring high-quality patient care. Therefore, this study aimed to evaluate the nurses' professional competence level and to identify differences based on demographics in three West Bank hospitals. METHODS A cross-sectional design was used, and a convenient sample of 206 nurses participated in the study. The Nurse Professional Competence (NPC) Scale was used to assess the competency level. The investigator distributed the questionnaire and explained the aim of the research. Consent forms were signed before the data collection. RESULTS The average competency level was 79% (SD = 11.5), with 90% being professionally competent nurses. The average "nursing care" competency was 79% (SD = 12.98), and the competency level in providing value-based care was 80% (SD = 13.35). The average competency level in technical and medical care was 78% (SD = 13.45), whereas 79% (SD = 12.85) was the average competence level in "Care Pedagogics" and "Documentation and Administration ". The average competence level in the development and leadership subscale was 78% (SD = 12.22). Nurses who attended three to five workshops had a higher level of Nursing Care Competency, (H = 11.98, p = 0.003), and were more competent in value-based care (H = 9.29, p = 0.01); in pedagogical care and patient education (H = 15.16, P = 0.001); and in providing medical and technical care (H = 12.37, p = 0.002). Nurses attending more than five workshops were more competent in documentation and administration (H = 12.55, p = 0.002), and in development and leadership subscale ( H = 7.96, p = 0.20). CONCLUSION The study revealed that participants lacked development and leadership skills. Engagement in workshops positively impacted the level of competencies among nurses. Notably, those attending more than five workshops exhibited greater competence in documentation, administration, development, and leadership in nursing care. IMPLICATIONS This study emphasized the role of continuing education in improving nurses' competencies and highlighted the need to conduct the study at a wider aspect to involve more hospitals with various affiliations to help structure more sensitive professional development and adopt the competencies as an integral part of staff development.
Collapse
Affiliation(s)
- Rasha Abu Zaitoun
- Health Sciences Department, Faculty of Graduate Studies, Arab American University of Palestine, Ramallah Campus, Ramallah, Palestine.
- Department of Nursing, An-Najah National University Hospital, Nablus, 44839, Palestine.
| |
Collapse
|
10
|
Hughes LJ, Alcock J, Wardrop R, Stone R, Pierce B. Remediation in clinical practice for student nurses - A scoping review. NURSE EDUCATION TODAY 2024; 137:106180. [PMID: 38522256 DOI: 10.1016/j.nedt.2024.106180] [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: 09/13/2023] [Revised: 03/13/2024] [Accepted: 03/19/2024] [Indexed: 03/26/2024]
Abstract
BACKGROUND Clinical practice provides an opportunity for undergraduate nursing students to develop the professional attitudes, knowledge and skills required for the delivery of safe competent care. Some students, however, are challenged to consolidate learning in clinical practice and are therefore at risk of failing courses or programmes. Supporting these students requires remediation strategies specific to clinical practice. This is challenging, however, as remediation approaches frequently centre on supporting students in theoretical components of courses/programmes, rather than clinical practice. OBJECTIVES A scoping review was conducted to explore and summarise literature in undergraduate nurse education related to remediation support for clinical practice. METHODS The research question was developed using the Population/Concept/Context model. Following the identification of keywords, five databases (CINHAL Plus, MEDLINE, ProQuest, Scopus and Informit) were searched. Abstracts and full-text articles were independently screened by two authors. Data from included studies was extracted and then thematically analysed. RESULTS Twenty papers met inclusion/exclusion criteria (five literature reviews, one concept analysis, six commentary papers and eight original research studies). Research studies used qualitative, quantitative, or mixed methods research designs. Populations included nurse academics, mentors/preceptors, health professional students (including nursing students) and nursing students exclusively. Three themes were identified: pre-placement remediation strategies; on-placement remediation strategies and post-placement remediation strategies. All authors highlighted the importance of remediation for at-risk students in clinical practice. CONCLUSIONS This review identified several remediation strategies that may support undergraduate nursing students in clinical practice. Few, however, were well-defined or rigorously evaluated, highlighting the need for additional research on nursing student remediation in clinical practice. A partnership-based approach to remediation that engages students, educators, and healthcare providers and is underpinned by clear processes may be of further benefit to nursing students in clinical practice.
Collapse
Affiliation(s)
- Lynda J Hughes
- Griffith University, School of Nursing and Midwifery, Nathan, Qld 4111, Australia.
| | - Julia Alcock
- Griffith University, School of Nursing and Midwifery, Nathan, Qld 4111, Australia
| | - Rachel Wardrop
- Griffith University, School of Nursing and Midwifery, Nathan, Qld 4111, Australia
| | - Renee Stone
- Griffith University, School of Nursing and Midwifery, Nathan, Qld 4111, Australia
| | - Beth Pierce
- Griffith University, School of Nursing and Midwifery, Nathan, Qld 4111, Australia
| |
Collapse
|
11
|
Lin YW, Ni CF, Hsu SF, Tsay SL, Tung HH. Effects of Length of Employment and Head Nurse Leadership Style on the Clinical Competency of Staff Nurses in Taiwan. J Nurs Res 2024; 32:e331. [PMID: 38814996 DOI: 10.1097/jnr.0000000000000617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/01/2024] Open
Abstract
BACKGROUND High-quality patient care requires nurses with strong clinical competency. Thus, it is essential to examine the factors associated with clinical competency. PURPOSE This study was designed to (a) investigate head nurse leadership, staff nurse demographics, and clinical competency; (b) examine the impact of demographics on the clinical competency of staff nurses; (c) analyze the correlation between head nurse leadership and staff nurse clinical competency; and (d) examine the effects of demographics on clinical competency after controlling for the head nurse leadership. METHODS A cluster sampling method was used to collect data from 200 staff nurses at a national medical center in Taiwan. Questionnaires were used to gather information on head nurse leadership style and staff nurse clinical competency. Descriptive and inferential statistical analyses were conducted, including Mann-Whitney U test, Kruskal-Wallis test, Spearman's rank correlation coefficient, and multivariate analysis of covariance. RESULTS The average score for transformational leadership style among the head nurses was 2.89, whereas transactional leadership style scored an average of 2.49. The average scores for the components of clinical competency, listed from highest to lowest, were as follows: patient care (3.35), professionalism (3.28), communication skills (3.18), management (2.84), and knowledge (2.73). In addition, statistically significant differences were found in clinical competency based on demographic factors, including age, marital status, educational level, job title, and length of employment. Also, a statistically significant, positive correlation between the head nurse transformational leadership style and nurse clinical competency was found. The main effect of length of employment on the five competency components was statistically significant after controlling for transformational leadership. Furthermore, post hoc analysis of covariance revealed a significant effect of length of employment on patient care, knowledge, communication skills, and management. CONCLUSIONS The findings of this study indicate transformational leadership and employment length impact the clinical competency of staff nurses, particularly in terms of patient care, communication skills, management, and knowledge. Providing education and training in leadership and management to current and prospective head nurses may be expected to enhance clinical competency in staff nurses and create a more nurturing work environment. Moreover, targeted training may help current head nurses gain insight into their leadership styles and acquire skills to promote transformational leadership. In addition, leadership development may help equip prospective head nurses with critical competencies before assuming leadership responsibilities.
Collapse
Affiliation(s)
- Yu-Wen Lin
- MS, RN, Doctoral Student, Department of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan; Nurse, Department of Nursing, Taipei Veterans General Hospital, Taipei, Taiwan
| | - Chung-Fan Ni
- PhD, CRC, LPC, Professor, Western Oregon University, Rehabilitation and Mental Health Counseling, USA
| | - Shu-Fen Hsu
- DNP, RN, Head Nurse, Department of Nursing, MacKay Memorial Hospital, New Taipei City, Taiwan; and Assistant Professor, Department of Nursing, MacKay Medical College, New Taipei City, Taiwan
| | - Shiow-Luan Tsay
- PhD, RN, APN, Professor, College of Nursing & Health Sciences, Da-Yeh University, Changhua County, Taiwan
| | - Heng-Hsin Tung
- PhD, DNP, FNP, RN, Professor, Department of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan
| |
Collapse
|
12
|
Dodson TM, Reed JM. Evaluating the Effectiveness of Expert Modeling Videos on Nursing Student Competency Behaviors. Nurse Educ 2024:00006223-990000000-00454. [PMID: 38728111 DOI: 10.1097/nne.0000000000001654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/12/2024]
Abstract
BACKGROUND Expert modeling videos (EMVs) have shown promise in improving students' performance in simulation. However, research evaluating the impact of EMVs is limited to major performance areas, lacking exploration into specific student competency behaviors. PURPOSE This study evaluated the effect of an EMV intervention on undergraduate nursing students' behavioral competencies as measured by the Creighton Competency Evaluation Instrument (CCEI). METHODS Using a quasi-experimental pragmatic evaluation design, students in a medical surgical nursing course (n = 160) viewed either an expert model demonstration video (experimental) or expert model discussion video (control). Students' behavioral competencies were measured and compared between groups using the CCEI. RESULTS Students who viewed an expert model demonstration video performed at a higher level of competency in 11 of the 18 CCEI behaviors. CONCLUSION Using EMVs in nursing simulation may improve students' ability to achieve clinical competency in nursing specific behaviors.
Collapse
Affiliation(s)
- Tracy M Dodson
- Author Affiliations: Associate Professor (Dr Dodson) and Assistant Professor (Dr Reed), Kent State University College of Nursing, Kent, Ohio
| | | |
Collapse
|
13
|
Park H, Lee YJ, Moser DK, Lee J. Relationship of high-fidelity simulation experience, clinical reasoning, and clinical competence of new nurses: A cross-sectional study. Int Nurs Rev 2024. [PMID: 38686495 DOI: 10.1111/inr.12973] [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: 12/05/2023] [Accepted: 04/03/2024] [Indexed: 05/02/2024]
Abstract
AIM This study aimed to determine which high-fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses. BACKGROUND HFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment. DESIGN A cross-sectional study reported following STROBE criteria. METHODS Data were collected on new nurses (n = 224) who experienced HFS in their fourth-year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence. RESULTS Feedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, and HFS design indirectly affected clinical competence through clinical reasoning. CONCLUSIONS HFS learning is one of the best ways to improve clinical reasoning. Improving students' clinical reasoning should be an important goal of HFS learning in undergraduate courses to prepare students to be clinically competent nurses. IMPLICATIONS FOR NURSING The ultimate goal of nursing education is to prepare nursing students to be competent nurses. Validating the outcomes of nursing education in the clinical environment setting is an essential task to improve clinical practice. IMPLICATIONS FOR NURSING POLICY Nurse educators and leaders can increase nurses' clinical competence by emphasizing education to foster nurses' clinical reasoning in nursing education policies.
Collapse
Affiliation(s)
- Hyeran Park
- College of Nursing and Brain Korea 21 FOUR Project, Yonsei University, Seodaemoon-gu, Seoul, South Korea
| | - Young Joo Lee
- The Research Institute of Nursing Science, College of Nursing, Daegu Catholic University, Daegu, South Korea
| | - Debra K Moser
- University of Kentucky, College of Nursing, Lexington, Kentucky, USA
| | - JuHee Lee
- College of Nursing, Yonsei University, Seoul, South Korea
| |
Collapse
|
14
|
D'Aoust R, Slone SE, Russell N, Budhathoki C, Ling C. PRIME-nurse practitioner competency model validation and criterion based OSCE rubric interrater reliability. BMC MEDICAL EDUCATION 2024; 24:124. [PMID: 38326786 PMCID: PMC10851454 DOI: 10.1186/s12909-024-05056-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2023] [Accepted: 01/12/2024] [Indexed: 02/09/2024]
Abstract
The PRIME-NP (Professional-Reporter-Interpreter-Manager-Educator/Evaluation-Nurse Practitioner) Model is adapted from the RIME (Reporter-Interpreter-Manager-Educator) model used in medical education to guide medical student and resident education. The Delphi technique was used to validate the PRIME-NP Model. After two rounds of review by a group of experts in NP curriculum, the model was determined to be valid based on expert consensus. Agreement percent increase from the first round to the second round in all categories. Interrater reliability (IRR) was assessed using interclass correlation after instrument validation was completed for each of the five levels of the PRIME-NP model. Overall, the IRR of the instrument was found to be acceptable with some notable exceptions. No variance was noted in professional behaviors at any level. Variance was increased in management and educator/evaluator behaviors in higher/later course levels. The PRIME-NP Model and PRIME-NP OSCE Rubric is a valid and reliable instrument to assess NP student progression in objective structured clinical examinations. This instrument has the potential for adaptation for use in other types of health sciences education and settings.
Collapse
Affiliation(s)
- Rita D'Aoust
- Johns Hopkins School of Nursing, Baltimore, MD, USA
- Johns Hopkins School of Medicine, Baltimore, MD, USA
| | - Sarah E Slone
- Johns Hopkins School of Nursing, Baltimore, MD, USA.
| | | | | | | |
Collapse
|
15
|
Harley J. How to design and deliver a small group teaching session. Nurs Manag (Harrow) 2024; 31:27-32. [PMID: 37646085 DOI: 10.7748/nm.2023.e2106] [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] [Accepted: 06/20/2023] [Indexed: 11/19/2023]
Abstract
RATIONALE AND KEY POINTS Small group teaching sessions are commonly used in healthcare to deliver education, provide practice updates and support continuing professional development. Such sessions can provide opportunities for participants to acquire new knowledge, foster peer relationships, consolidate learning and develop skills. This article provides a step-by-step guide for nurses and other healthcare professionals on designing and delivering a small group teaching session. • A small group teaching session requires considered, detailed and methodical preparation. • When designing a small group teaching session, it is important to determine its aims, learning outcomes, group characteristics, location and timeframe. • A well-planned small teaching session includes learning activities that are constructively aligned to the aims and intended learning outcomes. • Assessing participant learning and addressing gaps in their understanding is essential during the delivery of small group teaching. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article could improve your practice when designing and delivering a small group teaching session. • How you could use this information to educate your colleagues on small group teaching methods.
Collapse
Affiliation(s)
- Jacqueline Harley
- Higher Education Department, Government of Jersey Health and Community Services, Harvey Besterman Education Centre, St Helier, Jersey
| |
Collapse
|
16
|
Pleshkan V. A systematic review: Clinical education and preceptorship during nurse practitioner role transition. J Prof Nurs 2024; 50:16-34. [PMID: 38369368 DOI: 10.1016/j.profnurs.2023.10.005] [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: 10/12/2022] [Revised: 10/15/2023] [Accepted: 10/16/2023] [Indexed: 02/20/2024]
Abstract
BACKGROUND The demand for nurse practitioners (NP) is growing; however, the NP role transition is difficult. NP role transition starts with NP student entering the program and can last for as long as two years post-graduation. NP clinical education and preceptorship model is outdated and is in need of restructuring. PURPOSE The purpose of this literature review was to describe and explain the issues and resources within the NP clinical education and preceptorship that is used to support NPs' role transition both before and after graduation. METHODS The search years included 2010-2022. The following search terms were used: graduate nurse, advanced nursing, nurse practitioner, APRN, masters prepared, advanced nurse, nursing student, practicum, residency programs, residencies, school, program, clinical, clinical education, nursing education, health education, training, clinical site, student, preceptor, preceptorship, apprenticeship, mentor, mentorship, transition, role transition, role change, nurse's role, primary care, qualitative research, collaboration, and clinical competence. RESULTS In this review pre-graduation persistent issues with availability of clinical sites and preceptors as well as lack of consistency in competency based clinical education assessment practices were identified. Difficult transition to practice post-graduation showed inconsistent and limited support available to further develop the newly graduated entry level NPs' clinical skills. CONCLUSION Restructuring the old clinical education and preceptorship model used during the pre-graduation NP role transition stage is necessary to improve NP role transition process and graduate the required number of practice ready NPs.
Collapse
Affiliation(s)
- Viktoriya Pleshkan
- Loewenberg College of Nursing, 4055 North Park Loop, Community Health Building, Memphis, TN 38152, United States of America.
| |
Collapse
|
17
|
He J, Li J, Feng LN, Feng LX, Qiang W, Wang W, Dong L. Oncology nurse competency in chimeric antigen receptor T-cell therapy: A qualitative study. NURSE EDUCATION TODAY 2024; 132:106040. [PMID: 37956569 DOI: 10.1016/j.nedt.2023.106040] [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: 03/03/2023] [Revised: 10/26/2023] [Accepted: 11/09/2023] [Indexed: 11/15/2023]
Abstract
BACKGROUND Chimeric antigen receptor (CAR) T-cell therapy is a promising therapeutic method in the field of tumor immunotherapy. An increasing number of patients are beginning to select CAR T-cell therapy in mainland China. It is characterized by a complex process, a long period of treatment, high individualization, quick disease status changes and unique side effects. Oncology nurses play a crucial role in the provision of CAR T-cell therapy. OBJECTIVE To explore oncology nurses' competency in CAR T-cell therapy with guidance from the iceberg model. DESIGN A descriptive qualitative study. SETTINGS This study was conducted with nurses on lymphoma wards in three tertiary hospitals in China. PARTICIPANTS A total of 13 nurses and 2 nursing managers were approached, and all of them took part in this study. METHODS Data were collected face-to-face or via online video using a semistructured interview guide between November 2022 and February 2023 by the first author. The study was performed and reported following the Consolidated Criteria for Reporting Qualitative Research. Content analysis was used to analyze the data. RESULTS Nursing competency in CAR T-cell therapy was identified as including four main categories encompassing 12 subcategories and 40 codes. The main categories were theoretical knowledge, operation skills, personality traits and motives. The subcategories were basic knowledge of chemotherapy, professional knowledge of CAR T-cell therapy, basic skills, professional skills, relevant discipline skills, communication/coordination ability, critical thinking, basic traits, professional personality, enthusiasm for the nursing profession, empathy with patients and motivation to promote professional development. CONCLUSIONS Medical staff can develop a competency-based nurse training program to improve the professional competencies of oncology nurses in CAR T-cell therapy and meet patients' supportive needs for optimal care. Additionally, the findings may be helpful for building measurement standards to assess oncology nurses' performance.
Collapse
Affiliation(s)
- Jin He
- Tianjin Medical University Cancer Institute and Hospital, National Clinical Research Center of Cancer, Key Laboratory of Cancer Prevention and Therapy, Tianjin's Clinical Research Center for Cancer, Tianjin, China
| | - Jing Li
- Tianjin Medical College, Tianjin, China
| | - Li Na Feng
- Tianjin Medical University Cancer Institute and Hospital, National Clinical Research Center of Cancer, Key Laboratory of Cancer Prevention and Therapy, Tianjin's Clinical Research Center for Cancer, Tianjin, China.
| | - Li Xia Feng
- Tianjin Cancer Hospital Airport Hospital, Tianjin, China
| | - Wanmin Qiang
- Tianjin Medical University Cancer Institute and Hospital, National Clinical Research Center of Cancer, Key Laboratory of Cancer Prevention and Therapy, Tianjin's Clinical Research Center for Cancer, Tianjin, China
| | - Wen Wang
- Institute of Hematology, Blood Diseases Hospital, Chinese Academy of Medical Sciences, Peking Union Medical College, Tianjin, China
| | - Lei Dong
- The First Affiliated Hospital of Zhengzhou University, Henan, China
| |
Collapse
|
18
|
Song C. Changes in evidence-based practice self-efficacy among nursing students and the impact of clinical competencies: Longitudinal descriptive study. NURSE EDUCATION TODAY 2024; 132:106008. [PMID: 37951151 DOI: 10.1016/j.nedt.2023.106008] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2023] [Revised: 09/08/2023] [Accepted: 10/26/2023] [Indexed: 11/13/2023]
Abstract
INTRODUCTION Evidence-based practice (EBP) is essential to ensure patient safety and improve the quality of nursing care. Nursing students' self-efficacy in employing EBP is crucial for the formation of a culture of EBP in healthcare organizations. OBJECTIVE This study aimed to investigate the changes in nursing students' self-efficacy in employing EBP and the extent to which clinical performance affects these changes. METHODS This study was a longitudinal descriptive study. Participants were nursing students who had received education on EBP theory and had clinical practice experience. Convenience sampling was used to select nursing students in their third year of study at a nursing college located in the southern region of Korea in 2020. The researcher measured EBP self-efficacy and clinical competence using an online survey tool at three time points (second semester of third year, first semester of fourth year, and second semester of fourth year). Multilevel modeling was used to identify factors affecting changes in EBP self-efficacy. RESULTS The results showed that nursing students' EBP self-efficacy increased over time. Nursing leadership (p = .022), nursing skills (p = .028), communication (p < .001), and nursing process (p = .003) were significant factors that affected the changes in EBP self-efficacy. Individual differences in initial levels and change rates were still observed. CONCLUSION Systematic education on EBP theory and practical training should be provided to nursing students from the beginning of their studies to graduation to deepen their EBP and clinical competence.
Collapse
Affiliation(s)
- Chieun Song
- Department of Nursing, Nambu University, 1, Nambudae-gil, Gwangsan-gu, Gwangju 62271, Republic of Korea.
| |
Collapse
|
19
|
Oliveira Silva G, Games AKF, Cabral GSL, Siqueira KM, Aredes NDA, Júnior HG. Academic performance beyond the metrics: A qualitative content analysis of nursing students' perceptions. NURSE EDUCATION TODAY 2023; 131:105995. [PMID: 37862742 DOI: 10.1016/j.nedt.2023.105995] [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: 05/18/2023] [Revised: 08/21/2023] [Accepted: 10/16/2023] [Indexed: 10/22/2023]
Abstract
AIM To explore the undergraduate nursing students' perceptions about the factors influencing their academic performance. BACKGROUND Academic performance is the measure for the achievement of learning objectives and skills development. Thus, the literature on nursing education has already pointed out the factors associated with this construct. However, it is essential to understand the in-depth influencers of academic performance from the perspective of nursing students. For this, it is essential to analyze not only numerical indicators, but also to understand the perceptions of undergraduate students about the factors that can influence this performance. DESIGN Descriptive study with qualitative approach. METHODS Twenty-two undergraduate nursing students were recruited from a Brazilian public university. Interviews were collected and submitted to Content Analysis, thematic modality, and discussed according to references of critical and humanist education. RESULTS Two thematic categories emerged from the interviews representing the students' perceptions: 1. The student - history and relationships, with the thematic axis quality of previous education, intrafamily processes and roles, family support, socioeconomic aspects, interpersonal relationships, copping with difficulties, mental health, and physical well-being; and 2. Academic experiences and their challenges, with the thematic axis academic adaptation, professor's didactics and preparation, structure and support provided by the University, management of study time, and participation in extracurricular activities. The students saw them as intervening factors in their academic performance, physical and psychological well-being, established interpersonal relationships (including the relation with peers and professors), family structure, socioeconomic aspects, academic conditions, and the transition to higher education. CONCLUSION From the perspective of students, socio-historical aspects and constructs established in relationships with colleagues and professors at the university are directly related to their academic performance and directly influence their ability to achieve the proposed learning objectives and acquire essential competencies for their education.
Collapse
|
20
|
Almarwani AM, Alzahrani NS. Factors affecting the development of clinical nurses' competency: A systematic review. Nurse Educ Pract 2023; 73:103826. [PMID: 37951064 DOI: 10.1016/j.nepr.2023.103826] [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: 07/29/2023] [Revised: 10/22/2023] [Accepted: 10/30/2023] [Indexed: 11/13/2023]
Abstract
AIM To synthesize and analyze the literature on nursing clinical competence to assess the factors affecting nursing clinical competency. BACKGROUND Nursing competence affects not only patients but also nurses themselves. Competent nurses contribute to patient safety. Prioritizing clinical competency enables nurses to deliver high-quality care. Clinical nursing competency is influenced by various factors including education and training, experience, professional development, clinical judgment, decision-making skills and communication. DESIGN This was a systematic review. METHODS This study utilized an extensive literature search of online databases, including SCOPUS, Web of Science and PubMed. This review followed the guidelines provided by the Effective Practice and Organization of Care (EPOC) Cochrane Group and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. RESULTS This systematic review provided 20 valuable articles, with a total of 6273 participants across the 20 studies, including 18 cross-sectional studies and two descriptive-correlational studies, predominantly using quantitative research methods. The analysis revealed several key factors that significantly affect nurses' clinical competency. These factors included years of experience, workplace environment, theoretical knowledge and educational level, marital status, clinical training, job satisfaction, turnover intention, job stress and critical thinking. CONCLUSIONS Understanding and addressing these factors are crucial for enhancing nurses' clinical competence and ultimately improving patient outcomes. Further research and interventions should be directed towards promoting supportive work environments, continuous education and the development of critical thinking skills among nurses to optimize their clinical competencies.
Collapse
Affiliation(s)
- Abdulaziz Mofdy Almarwani
- Department of Psychiatric Nursing, College of Nursing, Taibah University, Medina 42353, Saudi Arabia.
| | - Naif S Alzahrani
- Department of Medical-Surgical Nursing, College of Nursing, Taibah University, Medina 42353, Saudi Arabia
| |
Collapse
|
21
|
Ojantausta O, Pöyhönen N, Ikonen R, Kaunonen M. Health professionals' competencies regarding breastfeeding beyond 12 months: a systematic review. Int Breastfeed J 2023; 18:55. [PMID: 37904223 PMCID: PMC10617142 DOI: 10.1186/s13006-023-00591-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/11/2023] [Accepted: 10/07/2023] [Indexed: 11/01/2023] Open
Abstract
BACKGROUND Breastfeeding up to two years and beyond supports the health and neurobiological development of a child. Nevertheless, mothers experience criticism from health professionals towards breastfeeding beyond 12 months. Competence related to breastfeeding counselling is defined as minimum knowledge, skills and attitudes that all health professionals should have to protect, promote and support breastfeeding. Professionals' education related to breastfeeding beyond 12 months is insufficient worldwide which challenges the competent and evidence-based support mothers wish for. METHODS This systematic review aimed to synthesize the existing literature on health professionals' competencies regarding breastfeeding beyond 12 months. The search was limited to peer-reviewed scientific papers published between 2000 and 2022 that focused on the competencies of health professionals regarding breastfeeding beyond 12 months. Seven databases were searched, and of the 884 studies retrieved, seven were included in the review. The studies were subjected to the Joanna Briggs Institute (JBI) critical appraisal checklists. The data were analyzed using deductive thematic analysis, driven by the concept of competence. RESULTS All the dimensions of competence could be found in the data. Health professionals' knowledge or skills related to breastfeeding beyond 12 months were explored in all seven studies, and attitudes towards breastfeeding beyond 12 months were explored in four studies. The main themes identified were Knowledge Combined with Skills, and Attitudes. The main theme, Knowledge Combined with Skills, was formed out of eight themes: perceptions regarding nutritional value, perceptions regarding economic value, perceptions regarding family interaction, perceptions regarding impacts on the mother's wellbeing, perceptions regarding impacts on the child's wellbeing, perceptions regarding suitable duration, perceptions regarding recommendations, and counseling skills. The attitudes varied and therefore the Attitudes main theme consisted of three themes: promotive attitudes, hostile attitudes, and passive attitudes towards breastfeeding beyond 12 months. CONCLUSIONS Health professionals' knowledge and skills include several dimensions and vary substantially. Health professionals' attitudes vary between hostile and supportive and influence professionals' advice regarding breastfeeding beyond 12 months. The results suggested that there is considerable variation in health professionals' competencies, which emphasizes the importance of education regarding breastfeeding beyond 12 months.
Collapse
Affiliation(s)
- Oona Ojantausta
- Faculty of Social Sciences, Health Sciences, University of Tampere, Tampere, Finland.
| | - Niina Pöyhönen
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Kuopio, Finland
| | - Riikka Ikonen
- Faculty of Social Sciences, Health Sciences, University of Tampere, Tampere, Finland
| | - Marja Kaunonen
- Faculty of Social Sciences, Health Sciences, University of Tampere, Tampere, Finland
- Pirkanmaa Wellbeing Services, General Administration, Tampere, Finland
| |
Collapse
|
22
|
Behdarvand M, Ahmadi M, Khajeali N. Perceived clinical competence and predictive role of time management in nursing students. Nurse Educ Pract 2023; 72:103789. [PMID: 37783023 DOI: 10.1016/j.nepr.2023.103789] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2023] [Revised: 09/12/2023] [Accepted: 09/22/2023] [Indexed: 10/04/2023]
Abstract
AIM/OBJECTIVE The purpose of this study was to determine the association between perceived clinical competence and time management among nursing students. BACKGROUND Given the close relationship between clinical competence and nursing care quality, it is important to investigate the nursing students' status in relation to the acquisition of nursing skills. Time management also as a framework for planning, setting goals, prioritizing goals and activities can be regarded as an important factor contributing to the clinical competence of nursing students. DESIGN A cross-sectional and correlational study SETTINGS/PARTICIPANTS: This study included 221 undergraduate nursing students in Ahvaz Jundishapur University of Medical Sciences in Iran in the 2022-2023 academic year. METHOD The data were collected online through a demographic information questionnaire, the clinical competency inventory, and the time management questionnaire. RESULTS Students' mean scores for the clinical-competency, and time management were 120.38 ± 22.15, and 77.91 ± 15.15, respectively. Regression models showed that overall time management (β = 0.454, p < 0.001) and interest in the field of nursing (β = 0.171, p = 0.004) were predictors for overall clinical competence in nursing students. This model explained 25 % of the variance in clinical competence (F= 38.707, p < 0.001). CONCLUSION Time management can affect nursing students' competence in providing quality nursing care to patients. Therefore, it seems that holding training workshops on time management skills for nursing students can be an effective and pioneering step in improving these skills.
Collapse
Affiliation(s)
- Maryam Behdarvand
- Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Mehrnaz Ahmadi
- Medical and Surgical Nursing Department, School of Nursing and Midwifery, Nursing Care Research Center in Chronic Diseases, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
| | - Nasrin Khajeali
- Educational Development Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| |
Collapse
|
23
|
Löfgren U, Wälivaara BM, Strömbäck U, Lindberg B. The nursing process: A supportive model for nursing students' learning during clinical education - A qualitative study. Nurse Educ Pract 2023; 72:103747. [PMID: 37634290 DOI: 10.1016/j.nepr.2023.103747] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 07/28/2023] [Accepted: 08/13/2023] [Indexed: 08/29/2023]
Abstract
AIM The aim of this study was to increase understanding of nursing students' learning during clinical education in relation to the nursing process. BACKGROUND Nursing students' learning during clinical education is of great importance in creating meaning for theory and development of core competencies. As a theoretical model, the nursing process is challenging to apply in practice for both students and registered nurses, although use of the model has benefits for patient care. DESIGN This is a descriptive qualitative study with an abductive approach. METHODS Twelve semi-structured interviews with nursing students in education from six universities in Sweden were conducted in 2021-2022. Data were examined using qualitative content analysis. RESULTS The results revealed that the nursing process supported learning when theory and practice 'spoke the same language'. This allows for the opportunity to perform in a consistent way with the theory, while obtaining awareness of an invisible process. Furthermore, the nursing process supported learning by incorporating a thought structure for the student´s professional role through developing independence to conduct a holistic assessment and increasing an understanding of the nurse´s area of responsibility. CONCLUSION The results revealed that when theory and practice were aligned, the nursing process became a meaningful structure to develop a sustainable, safe way of thinking for one's future professional role. It is important to use supportive pedagogical models for students and supervisors that facilitate the integration of concepts of the nursing process in practice.
Collapse
Affiliation(s)
- Ulrika Löfgren
- Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden.
| | - Britt-Marie Wälivaara
- Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden
| | - Ulrica Strömbäck
- Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden
| | - Birgitta Lindberg
- Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden
| |
Collapse
|
24
|
Baluwa MA, Mndolo NCM, Yeboa NK, Mpeta-Phiri C, Haruzivishe C, Chirwa E. Clinical Competency During Undergraduate Midwifery Training in Malawi: A Concept Analysis. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1067-1075. [PMID: 37789928 PMCID: PMC10543071 DOI: 10.2147/amep.s426347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 09/20/2023] [Indexed: 10/05/2023]
Abstract
Background The purpose of midwifery education is to produce clinically competent midwives. However, clinical training in Malawi faces multiple challenges, and the concept of Clinical Competency (CC) has not been analysed in this context. This article analyses CC during undergraduate midwifery training in Malawi to elucidate its attributes, antecedents, consequences, and empirical referents. Methods A literature search was performed on data bases, Google Scholar, PubMed, and CINAHL, using the following terms: clinical competency, midwifery competency, nursing competency, nursing and midwifery competency. Published articles were retrieved and clinical competency analysis was guided by Walker and Avant's strategy. Results CC attributes were knowledge, skills, attitudes, performance level, professionalism, and entrustable professional activity. Antecedents included motivation, role models, learning environment and personal traits. The consequences of CC include confidence, client safety, and quality of care. CC can be measured through a combination of four strategies: observing a student practising it in clinical area, simulation or Objective Structured Clinical Examination (OSCE), application through written essays or case presentations, and knowledge-based assessment. Conclusion CC is a multidimensional concept and its definition and defining attributes are contextual. Similarly, clinical competencies are a major determinant of educational decisions such as curriculum nucleus, length of clinical placement, teaching strategies, and student assessment methods. However, CC and its attributes have not been fully utilised in Malawi, especially in clinical teaching and student clinical assessments. There is a need to adequately prepare midwifery educators, clinical staff, and students to deliver quality clinical competencies consistent with competency-based education. Adoption of different assessment strategies and development of valid and reliable tools is necessary to comprehensively measure CC among midwifery students in Malawi.
Collapse
Affiliation(s)
- Masumbuko Albert Baluwa
- School of Maternal, Neonatal and Reproductive Health, Kamuzu University of Health Sciences, Blantyre, Malawi
- Department of Nursing and Midwifery, Mzuzu University, Mzuzu, Malawi
| | | | - Naomi Kyeremaa Yeboa
- School of Maternal, Neonatal and Reproductive Health, Kamuzu University of Health Sciences, Blantyre, Malawi
| | - Cynthia Mpeta-Phiri
- School of Maternal, Neonatal and Reproductive Health, Kamuzu University of Health Sciences, Blantyre, Malawi
| | - Clara Haruzivishe
- Departments of Primary Healthcare Services/Health Professions Education, Faculty of Medicine and Health Sciences, University of Zimbabwe, Harare, Zimbabwe
| | - Ellen Chirwa
- School of Maternal, Neonatal and Reproductive Health, Kamuzu University of Health Sciences, Blantyre, Malawi
| |
Collapse
|
25
|
Lindström V, Falk AC. Emergency care nurses' self-reported clinical competence before and after postgraduate education - a cross-sectional study. Int Emerg Nurs 2023; 70:101320. [PMID: 37515996 DOI: 10.1016/j.ienj.2023.101320] [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: 01/03/2023] [Revised: 05/23/2023] [Accepted: 06/09/2023] [Indexed: 07/31/2023]
Abstract
Changing prerequisites in healthcare leads to the increased complexity of nursing. Since there are no regulations on re-validation of competencies for emergency nurses in Sweden there is sparse knowledge on how nurses develop competencies after registration as nurses (RN). AIM To describe self-reported professional competence after postgraduate education among RNs in emergency care settings. METHOD A cross-sectional design and STROBE guidelines were used. The short version of the Nurse Professional Competence Scale was used for data collection and the data were collected before and after postgraduate education, descriptive and comparative statistic was used for analysis. RESULTS 62 (71%) students participated in the first data collection and an independent group of 31 (48%) students participated in the second data collection. The results showed generally good competencies before entering education and significantly improved competencies after education were found in areas of working independently and reviewing literature for evidence-based nursing Conclusion: The competencies were assessed as very good after education. Evaluating nurses' competencies supports educators in developing education to ensure the need for knowledge in emergency care. To ensure required competencies among emergency care nurses there is a need to regulate additional training and re-validation of emergency nurses' competencies.
Collapse
Affiliation(s)
- V Lindström
- Department of Health Promotion Science, Sophiahemmet University, Stockholm, Sweden; Department of Nursing, Umeå University, Sweden; Department of Ambulance Service, Region Västerbotten, Umeå, Sweden.
| | - A-C Falk
- Department of Health Promotion Science, Sophiahemmet University, Stockholm, Sweden.
| |
Collapse
|
26
|
Asante AO, Korsah KA, Amoako C. Does the gender of nurses matter to patients? A qualitative analysis of gender preferences of patients. SAGE Open Med 2023; 11:20503121231182514. [PMID: 37456084 PMCID: PMC10338727 DOI: 10.1177/20503121231182514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Accepted: 05/31/2023] [Indexed: 07/18/2023] Open
Abstract
Background This study argues that the gender of a nurse could give patients the emotional and psychological support they need in their healing process. Nonetheless, in many developing countries, these intricate preferences of patients are usually ignored due to poor staffing and logistical capacities of health facilities. As a contribution to this professional and operation gap, this paper explores patients' preference for nurses' gender in health care at the Komfo Anokye Teaching Hospital in Ghana. The paper further explores the importance of these preferences to the delivery of patient-centred care in Ghana and across Africa. Objective The paper has two specific objectives: (a) to explore patients' preferences for the gender of nurses who attend to them while on admission; and (b) to find out the range of factors that inform these preferences. Methods Qualitative exploratory descriptive design was used to select adult patients who were not seriously ill and nursed by male and female nurses at the medical and surgical wards of the Komfo Anokye Teaching Hospital in Ghana for at least 5 days from January to March 2017 and before their discharge. Participants were recruited using purposive sampling technique. A semi-structured interview guide was used to elicit information from 14 participants after seeking their written informed consent. The data were analysed using content analysis. Results Two major themes emerged. These were: the Preferred Gender of a Nurse in Nursing Care and the Reasons for the Preference or no Preference for Nurses' Gender in Nursing Care. Under each of these themes, the associated aspects were also discussed. Patients had varying preference for a particular nurse during care but gender was not particularly significant in patients' preference for nurses. Majority of the participants emphasized their preference for nurses with professional expertise and good virtues to determine a preferred nurse and both genders of nurses can possess these qualities. However, nurses of the same gender as the patient were preferred for intimate procedures to ensure privacy and satisfaction. Conclusion The gender of a nurse is not on top of the preferences list of patients in the study context. This may be attributed to the long-term practice that the participants have not had the chance to be choosing a preferred nurse's gender, so most patients are tolerant and familiar with both male and female nurses. Instead, patients' preferences are determined by the performance and quality of service provided by nurses. Age, maturity and social connections were also found to influence patients' preferences.
Collapse
Affiliation(s)
| | | | - Clifford Amoako
- Department of Planning, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| |
Collapse
|
27
|
Mrayyan MT, Abunab HY, Abu Khait A, Rababa MJ, Al-Rawashdeh S, Algunmeeyn A, Abu Saraya A. Competency in nursing practice: a concept analysis. BMJ Open 2023; 13:e067352. [PMID: 37263688 DOI: 10.1136/bmjopen-2022-067352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/03/2023] Open
Abstract
OBJECTIVE Competency denotes the ability to execute a certain task or action with the necessary knowledge. Competency definitions and measurements are challenging for nursing and other professions due to their multidimensional aspects. This study aimed to clarify the concept of competency in nursing practice and propose an accurate definition. DESIGN Walker and Avant's approach was used to elucidate the concept of competency in nursing practice. DATA SOURCES ScienceDirect, PubMed, ProQuest, Scopus and CINAHL were searched from 1 January 2000 to 31 December 2021. ELIGIBILITY CRITERIA We included studies with the keywords: "concept analysis", "competence", "competency" and "nursing". The search was limited to full-text studies written in English that used theoretical and empirical approaches. DATA EXTRACTION AND SYNTHESIS We extracted the concept's uses, defining attributes, and the consequences and antecedents of the concept. RESULTS 60 articles were identified from the search process; after excluding duplicates and works unrelated to the study aim and context following the full-text screening, 10 articles were included in this concept analysis. The common defining attributes of competency were knowledge, self-assessment and dynamic state. Competency in nursing practice had many reported positive consequences that include but are not limited to improved patient, nurse and organisational outcomes. CONCLUSIONS Nurses can benefit from the result of this analysis in practice to implement professional care, in particular clinical contexts and situations to enhance patients' health.
Collapse
Affiliation(s)
- Majd T Mrayyan
- Department of Community and Mental Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
| | - Hamzeh Y Abunab
- Department of Basic Nursing, Faculty of Nursing, Isra University, Amman, Jordan
| | - Abdallah Abu Khait
- Department of Community and Mental Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
| | - Mohammad J Rababa
- Department of Adult Health Nursing, Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan
| | - Sami Al-Rawashdeh
- Department of Community and Mental Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
| | | | - Ahmed Abu Saraya
- Department of Adult Health Nursing, Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan
| |
Collapse
|
28
|
Kalani Z, Barkhordari-Sharifabad M, Chehelmard N. Correlation between moral distress and clinical competence in COVID-19 ICU nurses. BMC Nurs 2023; 22:107. [PMID: 37029367 PMCID: PMC10080174 DOI: 10.1186/s12912-023-01277-x] [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: 08/29/2022] [Accepted: 03/28/2023] [Indexed: 04/09/2023] Open
Abstract
BACKGROUND Nurses' clinical competence is one of the fundamental necessities for providing safe and effective care. Moral distress, as one type of occupational stressors, can affect various aspects of clinical competence, especially under conditions of complicated medical settings such as the coronavirus disease 2019 (COVID-19) epidemic. This study was conducted with the aim of determining the relationship between moral distress and clinical competence in nurses working in COVID-19 intensive care units (ICUs). METHODS The study was a cross-sectional study. A total of 194 nurses working in COVID-19 ICU affiliated to Shahid Sadoughi University of Medical Sciences, Yazd, central Iran, participated in the study. Data were collected using Demographic Information Questionnaire, Moral Distress Scale, and Clinical Competence Checklist. Data were analyzed with SPSS20 using descriptive and analytical statistics. RESULTS The mean score of moral distress, clinical competence, and skills application were 1.79 ± 0/68, 65.16 ± 15.38, and 145.10 ± 38.20, respectively. Based on Pearson correlation coefficient, there was an inverse and significant relationship between the moral distress score and its dimensions with clinical competence and skills application (P < 0.001). Moral distress was a significant negative predictor that accounted for 17.9% of the variance in clinical competence (R2 = 0.179, P < 0.001) and 16% of the variance in utilization of clinical competence (R2 = 0.160, P < 0.001). CONCLUSION Considering the relationship between moral distress, clinical competence and skills application, to maintain the quality of nursing services, nursing managers can strengthen clinical competence and skills application by using strategies to deal with and reduce moral distress in nurses, especially in critical situations.
Collapse
Affiliation(s)
- Zohreh Kalani
- Department of Nursing, Research Center for Nursing and Midwifery Care, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | | | - Niloufar Chehelmard
- Shahid Rahnemoun Hospital, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
| |
Collapse
|
29
|
Lee HN, Cho H. Effectiveness of Nicu nurses' competence enhancement program for developmentally supportive care for preterm infants: A quasi-experimental study. Heliyon 2023; 9:e12944. [PMID: 36747928 PMCID: PMC9898593 DOI: 10.1016/j.heliyon.2023.e12944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Revised: 12/27/2022] [Accepted: 01/10/2023] [Indexed: 01/15/2023] Open
Abstract
Background Developmental support care for preterm infants contributes toward their health and shortens their hospital stay. In many countries, programs for preterm infant development such as Newborn Individualized Developmental Care and Assessment Program and Philips Wee Care have not yet been disseminated. Objectives To evaluate the effectiveness of neonatal intensive care unit nurses' competence enhancement program for developmental support care of preterm infants. Methods A quasi-experimental study using pretest and posttest designs with a nonequivalent control group was conducted in five neonatal intensive care units of university hospitals in South Korea. A total of 39 nurses (20 in the experimental group and 19 in the control group) participated. The program was composed of family support, healing environmental support, stress and pain management, sleep support, position support, nutrition optimization, skin protection, and sensory stimulation. In addition, four sessions were provided using Zoom, Padlet, online quizzes, and performance diaries. Results For nursing knowledge, no significant interaction effect was observed between groups and time (F = 1.38, p = .258). However, the main effect on the group (F = 10.81, p < .001), and the main effect of time were significant (F = 12.97, p < .001). For nursing attitude, the interaction effect between group and time (F = 2.06, p = .142), and the main effect on the group were not significant (F = 0.23, p = .635). Finally, for nursing competence, the interaction effect between group and time was significant (F = 4.46, p = .019). Conclusions The educational program was effective in improving nursing knowledge and competence in developmentally supportive care for preterm infants. This program is expected to contribute toward the growth and development of premature infants.
Collapse
Affiliation(s)
| | - Haeryun Cho
- Corresponding author. Department of Nursing, Wonkwang University, #460 Iksn-daero, Iksan city, Jeonbuk, South Korea.
| |
Collapse
|
30
|
Spies LA, Feutz K. Developing and Implementing Entrustable Professional Activities to Prepare Global Nurses. J Transcult Nurs 2023; 34:100-105. [PMID: 36184962 DOI: 10.1177/10436596221125896] [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] [Indexed: 02/02/2023] Open
Abstract
INTRODUCTION Nurses work in global settings and must be prepared to enter practice and provide culturally appropriate care to diverse populations. As faculty we want to ensure the achievement of programmatic, national, and global competencies for our student's successful future practice. METHODS Aligning current programs with American Association of Colleges of Nursing's (AACN) New Essentials provides an opportunity to consider new approaches and address challenges. By merging the New Essentials with the Consortium of Universities for Global Health (CUGH) competencies, we facilitate the achievement of programmatic outcomes, mission, and values in nursing education. RESULTS Using an entrustable professional activities framework provides a clear measure of achieving priority competencies. We created an approach other faculty might find helpful. DISCUSSION Entrustable professional activities, well established in medical education, are emerging as a valuable tool to measure the achievement of competencies in the preparation of nurses.
Collapse
|
31
|
Matlhaba KL, Nkoane NL. Understanding the learning needs to enhance clinical competence of new professional nurses in public hospitals of South Africa: A qualitative study. BELITUNG NURSING JOURNAL 2022; 8:414-421. [PMID: 37554484 PMCID: PMC10405665 DOI: 10.33546/bnj.2180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 07/16/2022] [Accepted: 08/01/2022] [Indexed: 08/10/2023] Open
Abstract
BACKGROUND A competent nursing workforce plays an important role, as it will ensure effective management of the healthcare system by providing quality nursing care. However, from the literature, it is evident that the learning needs of new professional nurses are not well explored and documented. OBJECTIVE The objective of this paper was to report identified learning needs of new professional nurses to enhance their clinical competence to ensure that they are able to provide excellent quality nursing care to patients with confidence. METHODS A qualitative study design was used to understand the perceptions of operational managers regarding the learning needs of new professional nurses to enhance their clinical competence. The study was conducted at seven public hospitals in the three districts of the North West Province, South Africa, between September and November 2021. Data were analyzed thematic. RESULTS Four themes emerged from data analysis: 1) Ethos and professional practice, 2) Management and leadership skills, 3) Assessment and observation skills, and 4) Documentation and record keeping. CONCLUSION This study provides valuable information regarding the learning needs of new professional nurses. Understanding these learning needs can provide insight into how to better transition student nurses to registered nurses so that they are able to adequately and safely take care of a diverse patient population and work successfully as new nurses.
Collapse
Affiliation(s)
| | - Naomi L. Nkoane
- Department of Health Studies, University of South Africa, South Africa
| |
Collapse
|
32
|
Chiang YH, Yu HC, Chung HC, Chen JW. Implementing an entrustable professional activities programmatic assessments for nurse practitioner training in emergency care: A pilot study. NURSE EDUCATION TODAY 2022; 115:105409. [PMID: 35636245 DOI: 10.1016/j.nedt.2022.105409] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2021] [Revised: 05/10/2022] [Accepted: 05/19/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Entrustable professional activities (EPAs), as new methods used to operationalize competency-based education, are gaining acceptance in medical professions. However, no EPA-based framework exists to evaluate emergency care nurse practitioners' competencies in clinical practice. OBJECTIVES To develop, implement, and evaluate an EPA-based framework for emergency care nurse practitioners. DESIGN Prospective observational study. SETTING An accredited nurse practitioner training program in the emergency department of a University-affiliated Hospital. PARTICIPANTS Eight novice nurse practitioners and eighteen clinical instructors. METHODS A working group of academic educators, nurse practitioner leaders, and clinical instructors developed a set of EPAs using a participatory design method. We scheduled weekly ad hoc evaluations for the nurse practitioners in emergency care, and we collected several observations from multiple assessors for analysis. RESULTS Four nested EPAs were developed that adopted a 1-5 supervision-entrustment scale to measure performance. The results of the 20-month assessments illustrated that the average scores of EPA1, which measured the assessment and management of patients with acute medical presentations in the emergency department, differed significantly but were not positively correlated with the nurse practitioners' increasing subspecialty and department seniority levels (Kruskal-Wallis test P = .011 and 0.006, respectively). In addition, the most time required for the nurse practitioners to achieve a stable level 5 entrustability score for all EPAs for at least 3 consecutive months was 18 months. Clinical instructors noted that recognizing limits is a skill that is essential for a nurse practitioner to earn clinical instructors' trust. CONCLUSIONS Entrustability scores may not correlate with nurse practitioners' increasing seniority, and patient care requires the longest training time (18 months) for emergency care nurse practitioners to achieve autonomy. Program directors should adjust the supervision-entrustment level expected at various stages of training according to the complexity of individual EPAs. An EPA-based assessment framework in a nurse practitioner training program may assist in overseeing the development of competencies for emergency care nurse practitioners.
Collapse
Affiliation(s)
- Yi-Hui Chiang
- Department of Nursing, Cardinal Tien Hospital An Kang District, New Taipei City, Taiwan; Department of Nursing, Cardinal Tien Junior College of Healthcare and Management, New Taipei City, Taiwan
| | - Hsiang-Chu Yu
- Department of Emergency, Cardinal Tien Hospital, New Taipei City, Taiwan
| | - Hung-Chun Chung
- Department of Emergency, Cardinal Tien Hospital, New Taipei City, Taiwan
| | - Jeng-Wen Chen
- Department of Otolaryngology-Head and Neck Surgery, Cardinal Tien Hospital and School of Medicine, Fu Jen Catholic University, New Taipei City, Taiwan; Department of Otolaryngology-Head and Neck Surgery, National Taiwan University Hospital, Taipei, Taiwan; Master Program of Big Data in Biomedicine, College of Medicine, Fu Jen Catholic University, New Taipei City, Taiwan; Department of Medical Education and Research, Cardinal Tien Hospital, New Taipei City, Taiwan; Department of Research and Development, Cardinal Tien Junior College of Healthcare and Management, New Taipei City, Taiwan.
| |
Collapse
|
33
|
Defining Foundational Competence for Prelicensure and Graduate Nursing Students: A Concept Analysis and Conceptual Model. Nurse Educ Pract 2022; 64:103415. [DOI: 10.1016/j.nepr.2022.103415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 07/07/2022] [Accepted: 07/14/2022] [Indexed: 11/15/2022]
|
34
|
Mathisen C, Heyn LG, Jacobsen TI, Bjørk IT, Hansen EH. The use of practice education facilitators to strengthen the clinical learning environment for nursing students: A realist review. Int J Nurs Stud 2022; 134:104258. [DOI: 10.1016/j.ijnurstu.2022.104258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 04/08/2022] [Accepted: 04/09/2022] [Indexed: 11/17/2022]
|
35
|
D'Aoust RF, Brown KM, McIltrot K, Adamji JMD, Johnson H, Seibert DC, Ling CG. A competency roadmap for advanced practice nursing education using PRIME-NP. Nurs Outlook 2021; 70:337-346. [PMID: 34911643 DOI: 10.1016/j.outlook.2021.10.009] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 10/05/2021] [Accepted: 10/25/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND Clinical competency validation is essential for nurse practitioner (NP) education and public accountability. While there has been robust discussion around what constitutes clinical competency and assessment, clear and consistent definitions and measurements remain elusive. PURPOSE This article describes the PRIME-NP clinical competency model that is scalable, reproducible and accurately documents NP student competency across clinical courses. METHODS To develop the model, work in 5 discrete domains was necessary: (a) model development, (b) assessment tool to be used in Objective Structured Clinical Exams (OSCE), (c) rubrics to accompany the OSCE exam, (d) faculty education, and (e) evaluating the model use. FINDINGS Faculty and student outcomes reveal that the model and assessment tool acceptability and effectiveness of the model, especially for early identification for at risk students. CONCLUSION The PRIME-NP offered faculty the opportunity to identify at-risk students, identify a more nuanced remediation plan, and assess student competency in simulated environments.
Collapse
Affiliation(s)
| | | | | | | | - Heather Johnson
- Daniel K. Inouye Graduate School of Nursing, Uniformed Services University, Bethesda, MD
| | - Diane C Seibert
- Daniel K. Inouye Graduate School of Nursing, Uniformed Services University, Bethesda, MD
| | - Catherine G Ling
- Johns Hopkins School of Nursing, Baltimore, MD; Family Nurse Practitioner Track Coordinator, Baltimore, MD
| |
Collapse
|
36
|
Wilson RD, Wilson BL, Madden C. Creating a National Standard for Prelicensure Clinical Evaluation in Nursing. J Nurs Educ 2021; 60:686-689. [PMID: 34870507 DOI: 10.3928/01484834-20211004-01] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Measuring clinical outcomes in prelicensure students is desired by key stakeholders but is fraught with challenges. There are currently no standardized, psychometrically validated clinical-outcome measures available for prelicensure nursing programs, requiring each program to design its own measures. METHOD We conducted a review of the potential antecedents of this gap, as well as models for standardized clinical outcome measures and recommendations from within health-professions education. RESULTS There are benefits to pursuing a standardized clinical outcome tool, including an improved student learning experience and unifying our communication regarding graduate nurse preparation to valued stakeholders. CONCLUSION Nursing education has a unique opportunity to emulate our colleagues in medicine and pharmacy by working at the national level to create a standardized tool using current psychometric methods for development and validation. [J Nurs Educ. 2021;60(12):686-689.].
Collapse
|
37
|
Kim NY. Nursing Students' Informal Learning of Patient Safety Management Activities. Healthcare (Basel) 2021; 9:healthcare9121635. [PMID: 34946361 PMCID: PMC8700932 DOI: 10.3390/healthcare9121635] [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: 10/20/2021] [Revised: 11/17/2021] [Accepted: 11/18/2021] [Indexed: 11/16/2022] Open
Abstract
Nursing students require experience in patient safety management to prevent accidents that compromise patient safety. This study examined the mediating effects of informal learning on nursing students’ patient safety management activities. Responses to questionnaires issued to 136 nursing students in South Korea were analyzed. The independent, mediating, and dependent variables used were nursing competencies, informal learning, and patient safety management activities, respectively. Concept validity and model fitness were confirmed using average variance extracted and composite reliability. Model fitness was confirmed using the goodness-of-fit index, normed fit index, Tucker–Lewis index, comparative fit index, and standardized root mean squared residual. The mediating effect was analyzed using the maximum likelihood method, and statistical significance was assessed through bootstrapping. Informal learning mediated the relationship between nursing competence and patient safety management activities. To improve the implementation of patient safety management activities and increase patient safety competence, learning and teaching of specific patient safety-related knowledge, skills, and attitudes need to be improved. For this, informal learning opportunities (e.g., simulation education and clinical practice) must be increased in the nursing curriculum, and the patient safety education capacity should be increased to maintain continuity and connectivity in clinical practice.
Collapse
Affiliation(s)
- Nam-Yi Kim
- College of Nursing, Konyang University, Daejeon 35365, Korea
| |
Collapse
|