Piloting of a nursing and midwifery competence framework in the cultural context of a middle eastern country

The relationship between general self-efficacy and nursing practice competence for second-year nurses: Empirical quantitative research

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.

Examination of the role of the rotating nursing department in the training of nursing staff based on SWOT analysis

BACKGROUND

The implementation of the rotation system in the Chinese medical industry has achieved significant results.

OBJECTIVES

The present study aims to 1) explore the strengths, weaknesses, opportunities and challenges of rotational nursing department implementation and 2) provide references for developing nursing staff's competencies in leadership, performance evaluation, quality of care, communication in relationships and human resources.

METHODS

A total of 16 rotational nursing department staff members from a tertiary tuberculosis specialist hospital in Beijing were interviewed, and the interview data were analysed using a strengths, weaknesses, opportunities and threats analysis and class analysis.

RESULTS

The advantages of the rotational nursing department included: (1) stimulating the nursing staff's enthusiasm and creativity; (2) strengthening the communication and collaboration between departments; (3) improving the detailed management of nursing quality; and (4) enhancing the nursing staff's comprehensive abilities. The disadvantages included: (1) the design of the rotation programme focusing on practice; (2) a lack of personalisation; and (3) imperfect performance assessment of the rotating staff. Opportunities included: (1) deepening the connotation of nursing job management and (2) developing the construction of nursing discipline and the need for personal career development and value realisation. Threats included the lack of a sound rotation management model to draw on.

CONCLUSION

A rotational nursing department is conducive to enhancing the competence of nursing staff in management positions and providing new ideas for hospitals to select and train nursing management talents. By taking full advantage of the benefits of vertical nursing management, designing personalised rotation training programmes, building a diversified learning and training platform and developing a positive performance incentive mechanism is recommended to fully engage the role of rotation in nursing management talent training.

Reflective learning conversations model for simulation debriefing: a co-design process and development innovation

BACKGROUND

Health practitioners must be equipped with effective clinical reasoning skills to make appropriate, safe clinical decisions and avoid practice errors. Under-developed clinical reasoning skills have the potential to threaten patient safety and delay care or treatment, particularly in critical and acute care settings. Simulation-based education which incorporates post-simulation reflective learning conversations as a debriefing method is used to develop clinical reasoning skills while patient safety is maintained. However, due to the multidimensional nature of clinical reasoning, the potential risk of cognitive overload, and the varying use of analytic (hypothetical-deductive) and non-analytic (intuitive) clinical reasoning processes amongst senior and junior simulation participants, it is important to consider experience, competence, flow and amount of information, and case complexity related factors to optimize clinical reasoning while attending group- based post-simulation reflective learning conversations as a debriefing method. We aim to describe the development of a post-simulation reflective learning conversations model in which a number of contributing factors to achieve clinical reasoning optimization were addressed.

METHODS

A Co-design working group (N = 18) of doctors, nurses, researchers, educators, and patients' representatives collaboratively worked through consecutive workshops to co-design a post-simulation reflective learning conversations model to be used for simulation debriefing. The co-design working group established the model through a theoretical and conceptual-driven process and multiphasic expert reviews. Concurrent integration of appreciative inquiry, plus/delta, and Bloom's Taxonomy methods were considered to optimize simulation participants' clinical reasoning while attending simulation activities. The face and content validity of the model were established using the Content Validity Index CVI and Content Validity Ratio CVR methods.

RESULTS

A Post-simulation reflective learning conversations model was developed and piloted. The model was supported with worked examples and scripted guidance. The face and content validity of the model were evaluated and confirmed.

CONCLUSIONS

The newly co-designed model was established in consideration to different simulation participants' seniority and competence, flow and amount of information, and simulation case complexity. These factors were considered to optimize clinical reasoning while attending group-based simulation activities.