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Ren R, Chen G, Yan J, Zhang S, Tan J, Yue JJ. Development and validation of a core competence instrument for clinical nursing teachers: A mixed-methods study. NURSE EDUCATION TODAY 2024; 132:106011. [PMID: 37931347 DOI: 10.1016/j.nedt.2023.106011] [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: 04/06/2023] [Revised: 10/11/2023] [Accepted: 10/26/2023] [Indexed: 11/08/2023]
Abstract
BACKGROUND Competence-based education (CBE) highlights the important position of clinical nursing teachers and stipulates additional requirements for them. However, research on the core competence of clinical nursing teachers remains lacking, which has hindered their development and the cultivation of nursing students. OBJECTIVES Developing and verifying a core competence instrument to evaluate clinical nursing teachers' competence in clinical settings and provide empirical guidance for their development. DESIGN A mixed-methods study including qualitative and quantitative methods. SETTINGS Primarily, 9 universities and hospitals throughout China. PARTICIPANTS Fourteen nursing experts and 2 students participated in the qualitative study, and 626 nursing professionals ultimately participated in the quantitative study. METHODS The instrument was developed based on behavioral event interviews and expert consultation as well as exploratory factor analysis using a cross-sectional survey, following which the instrument was verified by confirmatory factor analysis. RESULTS A 4-factor core competence instrument for clinical nursing teachers was developed and verified; the four factors included education and teaching competence, clinical nursing competence, management competence and professional awareness and attitude, and the instrument included 25 items in total. The instrument has an explanatory degree of 90.58 %, and it exhibits good reliability and validity as well as a good fit to the data. CONCLUSIONS This instrument can provide theoretical guidance for the development of clinical nursing teachers and can be widely used as an effective tool in practice. Nursing administrators and educators should implement policies and programs to help clinical nursing teachers improve their competencies with regard to these four aspects, which can play an important role in the development of nurse education.
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Affiliation(s)
- Ran Ren
- Department of Clinical Microbiology and Immunology, Faculty of Pharmacy and Medical Laboratory Sciences, Third Military Medical University (Army Medical University), Chongqing 400038, China; Department of Nursing Management, School of Nursing, Third Military Medical University (Army Medical University), Chongqing 400038, China
| | - Gang Chen
- Biomedical Analysis Center, College of Basic Medicine, Third Military Medical University (Army Medical University), Chongqing 400038, China
| | - Jingmin Yan
- Department of Clinical Microbiology and Immunology, Faculty of Pharmacy and Medical Laboratory Sciences, Third Military Medical University (Army Medical University), Chongqing 400038, China
| | - Suofei Zhang
- Department of Nursing Management, School of Nursing, Third Military Medical University (Army Medical University), Chongqing 400038, China
| | - Jing Tan
- Department of Nursing Management, School of Nursing, Third Military Medical University (Army Medical University), Chongqing 400038, China.
| | - Juan-Juan Yue
- Department of Clinical Microbiology and Immunology, Faculty of Pharmacy and Medical Laboratory Sciences, Third Military Medical University (Army Medical University), Chongqing 400038, China.
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Weerasekara I, Hall M, Shaw L, Kiegaldie D. Instruments evaluating the quality of the clinical learning environment in nursing education: An updated systematic review. Nurse Educ Pract 2023; 71:103732. [PMID: 37536179 DOI: 10.1016/j.nepr.2023.103732] [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: 06/16/2023] [Revised: 07/11/2023] [Accepted: 07/18/2023] [Indexed: 08/05/2023]
Abstract
OBJECTIVES The clinical learning environment offers meaningful learning opportunities for nursing students to apply theoretical knowledge to practice on actual or simulated patients. A previous systematic review assessed the quality of several instruments that evaluated the quality of clinical learning environments. This updated systematic review aimed to identify: any additional instruments that have been researched in the last 5 years, ii) the psychometric properties of available instruments and iii) the estimated comparable psychometric properties of the available instruments. DATA SOURCES Medline, CINAHL and Cochrane databases REVIEW METHODS: Databases were searched from January 2016 to January 2023. Studies were included if they: a) validated instruments evaluating the experience and quality of clinical learning environments; b) assessed the pre-licensure nursing student experience; c) were published in English; and d) were published after April 2016. Two independent reviewers conducted title and abstract screening, full text screening, data extraction and methodological quality assessment. Any disagreements were resolved by consensus. A summary of the findings was tabulated using the same format as the initial review. RESULTS An additional 18 studies were found, which used seven different clinical learning environment evaluation instruments. Internal consistency and structural validity were the most frequently reported psychometric properties. In almost all studies, methodology for these properties were of sufficient quality according to the COnsensus-based Standards for the selection of health status Measurement INstruments (COSMIN) tool evaluation. Other properties were inconsistently reported, with differing qualities in the methodology. Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) remains the most translated and validated instrument across several countries. CONCLUSIONS Instruments developed and validated using a systematic, transparent and high-quality methodology assist in accurately assessing the skills, attitudes and decision-making abilities of the preregistration level nursing student. These tools can be used in clinical placement accreditation and quality improvement of nursing education. The methodology for evaluation of the psychometric properties of instruments should be clearly described.
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Affiliation(s)
- Ishanka Weerasekara
- Faculty of Health Sciences, Holmesglen Institute, Melbourne, VIC 3189, Australia; School of Health Sciences, The University of Newcastle, Callaghan, NSW 2308, Australia; School of Allied Health Science and Practice, Faculty of Health and Medical Sciences, The University of Adelaide, SA 3008, Australia; Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen 5063, Norway.
| | - Michelle Hall
- Faculty of Health Sciences, Holmesglen Institute, Melbourne, VIC 3189, Australia
| | - Louise Shaw
- Faculty of Health Sciences, Holmesglen Institute, Melbourne, VIC 3189, Australia; Academic and Research Collaborative in Health, School of Allied Health, Human Services and Sport, La Trobe University, Bundoora, VIC 3086, Australia; Centre for Digital Transformation of Health, The University of Melbourne, VIC 3010 Australia
| | - Debra Kiegaldie
- Faculty of Health Sciences, Holmesglen Institute, Melbourne, VIC 3189, Australia; Eastern Health Clinical School, Monash University, Clayton, VIC 3168, Australia
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Lommi M, De Benedictis A, Ricci S, Guarente L, Latina R, Covelli G, Pozzuoli G, De Maria M, Giovanniello D, Rocco G, Stievano A, Sabatino L, Notarnicola I, Gualandi R, Tartaglini D, Ivziku D. Appraisal and Evaluation of the Learning Environment Instruments of the Student Nurse: A Systematic Review Using COSMIN Methodology. Healthcare (Basel) 2023; 11:healthcare11071043. [PMID: 37046970 PMCID: PMC10094483 DOI: 10.3390/healthcare11071043] [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: 02/28/2023] [Revised: 03/25/2023] [Accepted: 04/03/2023] [Indexed: 04/14/2023] Open
Abstract
BACKGROUND Nursing education consists of theory and practice, and student nurses' perception of the learning environment, both educational and clinical, is one of the elements that determines the success or failure of their university study path. This study aimed to identify the currently available tools for measuring the clinical and educational learning environments of student nurses and to evaluate their measurement properties in order to provide solid evidence for researchers, educators, and clinical tutors to use in the selection of tools. METHODS We conducted a systematic review to evaluate the psychometric properties of self-reported learning environment tools in accordance with the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) Guidelines of 2018. The research was conducted on the following databases: PubMed, CINAHL, APA PsycInfo, and ERIC. RESULTS In the literature, 14 instruments were found that evaluate both the traditional and simulated clinical learning environments and the educational learning environments of student nurses. These tools can be ideally divided into first-generation tools developed from different learning theories and second-generation tools developed by mixing, reviewing, and integrating different already-validated tools. CONCLUSION Not all the relevant psychometric properties of the instruments were evaluated, and the methodological approaches used were often doubtful or inadequate, thus threatening the instruments' external validity. Further research is needed to complete the validation processes undertaken for both new and already developed instruments, using higher-quality methods and evaluating all psychometric properties.
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Affiliation(s)
- Marzia Lommi
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy
| | - Anna De Benedictis
- Clinical Direction, Fondazione Policlinico Universitario Campus Bio-Medico, 000128 Rome, Italy
| | - Simona Ricci
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy
| | - Luca Guarente
- Department of Biomedicine and Prevention, University Tor Vergata, 00133 Rome, Italy
| | - Roberto Latina
- Department of Health Promotion, Mother and Child Care, Internal Medicine and Medical Specialities, University of Palermo, 90127 Palermo, Italy
| | - Giuliana Covelli
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy
| | - Gianluca Pozzuoli
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy
| | - Maddalena De Maria
- Department of Biomedicine and Prevention, University Tor Vergata, 00133 Rome, Italy
| | - Dominique Giovanniello
- Department of Traslational Medical Sciences, University of Campania "Luigi Vanvitelli", 81100 Caserta, Italy
| | - Gennaro Rocco
- Centre of Excellence for Nursing Scholarship, Order of Nurses of Rome, 00136 Rome, Italy
| | - Alessandro Stievano
- Department of Clinical and Experimental Medicine, University of Messina, 98100 Messina, Italy
| | - Laura Sabatino
- Centre of Excellence for Nursing Scholarship, Order of Nurses of Rome, 00136 Rome, Italy
| | - Ippolito Notarnicola
- Centre of Excellence for Nursing Scholarship, Order of Nurses of Rome, 00136 Rome, Italy
| | - Raffaella Gualandi
- Department of Health Professions, Fondazione Policlinico Universitario Campus Bio-Medico, 000128 Rome, Italy
| | - Daniela Tartaglini
- Department of Health Professions, Fondazione Policlinico Universitario Campus Bio-Medico, 000128 Rome, Italy
| | - Dhurata Ivziku
- Department of Health Professions, Fondazione Policlinico Universitario Campus Bio-Medico, 000128 Rome, Italy
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Kavanagh A, Prentice G, Donohue G, Doyle C, Farrington A, Jennings B, King M. Development of the Student Nurse Subjective Evaluation of Completed Clinical Practice Placement Instrument. J Nurs Educ 2022; 61:559-569. [PMID: 36197302 DOI: 10.3928/01484834-20220803-10] [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: 06/16/2023]
Abstract
BACKGROUND Instruments that measure clinical learning environments have lacked rigorous methodological approaches in their development and validity. METHOD Development research using a survey design approach was conducted for an instrument to evaluate the quality of nursing students' clinical practice placement. RESULTS The development and validity of the Student Nurse Subjective Evaluation of Completed Clinical Practice Placement (SNEP) resulted in a 40-item instrument to evaluate nursing students' experience of their completed clinical practice placement. Adequate level of model fit was indicated (χ2[719] = 1909.47, p < .001) for the confirmatory factor analysis (χ2/df = 2.66, comparative fit index = 0.92, Tucker-Lewis Index = 0.92, and root-mean-square error of approximation = 0.07). Standardized factor loadings were high, ranging from 0.68 to 0.95. CONCLUSION The SNEP was designed and validated incorporating the perspective of various nurse stakeholders and can be used in both research and clinical learning environments. [J Nurs Educ. 2022;61(10):559-569.].
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Abuosi AA, Kwadan AN, Anaba EA, Daniels AA, Dzansi G. Number of students in clinical placement and the quality of the clinical learning environment: A cross-sectional study of nursing and midwifery students. NURSE EDUCATION TODAY 2022; 108:105168. [PMID: 34656035 DOI: 10.1016/j.nedt.2021.105168] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 09/01/2021] [Accepted: 10/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Clinical placement is an important component of nursing and midwifery education. It exposes students to the real-world healthcare environment, where theoretical knowledge is put into practice. However, the quality of the clinical learning environment in sub-Sahara Africa has not been well explored. OBJECTIVE The objectives of this study were to assess trainees' perceptions of the number of students on the ward or clinical unit, and the quality of the clinical learning environment. DESIGN Cross-sectional survey. SETTING Nursing and midwifery students were recruited from three public hospitals in the Upper East Region, Ghana, between July and August 2019. PARTICIPANTS 254 nursing and midwifery students were recruited using the convenience sampling technique. METHODS Data were collected with the Clinical Learning Environment and Supervision + Nurse Teacher questionnaire. Data were analysed using univariate, bivariate and multivariable analyses. RESULTS It was found that the participants rated supervisory relationship; pedagogical atmosphere; role of nurse teacher; leadership style of ward managers; and premises of care on the ward as average. Students' perceptions of the quality of the clinical learning environment were predicted by supervisory relationship (β = 0.219, 95% CI: 0.016-0.070), leadership style (β = 0.199, 95% CI: 0.011-0.133) and perception of number of students in clinical placement (β = 0.224, 95%CI: 0.022-0.093). The trainees indicated that the number of students on the ward did not correspond with the amount of medical equipment and supervisors. CONCLUSION The quality of the clinical learning environment was perceived to be suboptimal. Leadership style, supervisory relationship and perception of the number of students on the ward were the salient factors that influenced students' perceptions of the quality of the clinical learning environment. Leaders of nursing and midwifery training institutions must liaise with stakeholders to enhance the quality of the clinical learning environment.
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Affiliation(s)
- Aaron Asibi Abuosi
- Department of Public Administration and Health Services Management, University of Ghana Business School, P. O. Box LG 78, Legon, Accra, Ghana.
| | | | - Emmanuel Anongeba Anaba
- Department of Population, Family and Reproductive Health, University of Ghana School of Public Health, P. O. Box LG 13, Legon, Accra, Ghana.
| | - Anita Anima Daniels
- Department of Public Administration and Health Services Management, University of Ghana Business School, P. O. Box LG 78, Legon, Accra, Ghana
| | - Gladys Dzansi
- Department of Adult Health, University of Ghana School of Nursing and Midwifery, P. O. Box LG. 43, Legons, Accra, Ghana.
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