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Dudley K, Matheson D. Identification of a Theory-Practice Gap in the Education of Biomedical Scientists. Br J Biomed Sci 2024; 81:12629. [PMID: 38933755 PMCID: PMC11200117 DOI: 10.3389/bjbs.2024.12629] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2023] [Accepted: 05/13/2024] [Indexed: 06/28/2024]
Abstract
Introduction The Biomedical Scientist (BMS) role is established in healthcare, working in laboratory environments to provide diagnostic testing and to monitor treatment effects on a patients' health. The profession is subject to several professional standards which highlight the importance of working in the best interests of the patient and service user. However, Biomedical Scientists have little or no patient contact. This study aimed to determine how Biomedical Scientists evidence that they meet the professional standards and support the achievement of patient outcomes. Materials and Methods This study utilised a Delphi method to explore the opinions of professional stakeholders to determine whether there was consensus for how this professional group contributes to patient outcomes and offers evidence that they are working in the best interests of the patient. The qualitative 1st round of the study consisted of focus groups and interviews with staff and students on the BSc Biomedical Science awards, Professional, Statutory and Regulatory body (PSRB) representatives and Biomedical Scientists from the National Health Service (NHS). The first-round responses were analysed using thematic analysis which then generated attitude statements which participants scored using a 5-point Likert scale in the 2nd round. Consensus or divergence of opinion was determined based upon a 70% consensus level within each participant group and overall. Results Following analysis of the 2nd round data, there was divergence of opinion across all stakeholders, with consensus rates being highest in the Biomedical Scientist group (72.7% of statements reached 70% consensus), followed by the student group (54.5% of statements reached 70% consensus) and lowest in the academic group (40.9% of statements reached 70% consensus). Discussion This demonstrates a theory-practice gap in both the academic and student groups, suggesting that graduates are insufficiently prepared for their post-graduate role. This gap was particularly evident when discussing topics such as how Biomedical Scientists contribute to patient care, professional registration and working as part of the multi-disciplinary team (MDT). The identification of a theory-practice gap in the education of Biomedical Scientists is a novel finding, indicating that students may graduate with insufficient understanding of the Biomedical Scientist role.
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Affiliation(s)
- Kathryn Dudley
- School of Life Sciences, Faculty of Science and Engineering, University of Wolverhampton, Wolverhampton, United Kingdom
| | - David Matheson
- School of Nursing, Faculty of Education, Health and Wellbeing, University of Wolverhampton, Wolverhampton, United Kingdom
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Finney D, Cornell P, Howie L, Parker L, Wylie R, Livermore P. Evaluating a competency framework for rheumatology nurses. Nurs Stand 2024; 39:61-66. [PMID: 38248136 DOI: 10.7748/ns.2024.e12111] [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: 05/11/2023] [Indexed: 01/23/2024]
Abstract
The Royal College of Nursing (RCN) competency framework for rheumatology nurses was developed in 2020. As part of the framework proposal, a service evaluation was planned following the framework's roll-out to determine its usefulness and acceptability. The aim of this evaluation was to explore rheumatology nurse specialists' answers to the research question: 'What was your experience of using the RCN's rheumatology competency framework?' A total of 14 rheumatology nurse specialists were interviewed and shared their opinions regarding the competency framework. Five themes were identified: personal usage; benefits to managers; inequalities and inequity in nursing; ideas for improvement; and general properties. The findings of this evaluation demonstrated the value of the framework, which enabled rheumatology nurse specialists to document the competency level they were working at and to identify their future training needs.
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Affiliation(s)
- Diana Finney
- rheumatology, Sussex MSK Partnership, Brighton, England
| | - Patricia Cornell
- University Hospitals Dorset NHS Foundation Trust, Bournemouth, England
| | - Lisa Howie
- spinal department, Morriston Hospital, Swansea Bay University Health Board, Swansea, Wales
| | - Louise Parker
- long-term conditions, Nursing Department, Royal College of Nursing, London, England
| | - Ruth Wylie
- Great North Children's Hospital, The Newcastle upon Tyne Hospitals NHS Foundation Trust, Newcastle upon Tyne, England
| | - Polly Livermore
- rheumatology department, Great Ormond Street Hospital for Children NHS Foundation Trust, London, England
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Alizadeh S, Zamanzadeh V, Ostovar S, Ghaffari R, Moonaghi HK, Johnston A, Valizadeh L. The development and validation of a standardised eight-station OSCE for registration of undergraduate nursing students: A Delphi study. Nurse Educ Pract 2023; 73:103817. [PMID: 37913683 DOI: 10.1016/j.nepr.2023.103817] [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: 12/16/2021] [Revised: 09/17/2023] [Accepted: 10/23/2023] [Indexed: 11/03/2023]
Abstract
AIM To develop and validate a set of OSCEs for use as a nationally applicable final exam of undergraduate nursing students' clinical and professional competencies. BACKGROUND Tertiary recommendations for nursing registration require student achievement of a prerequisite level of both nursing knowledge and skill. Assessment of nursing skills prior to provision of nursing registration is an increasingly important focus of university nursing education. Objective Structured Clinical Examinations (OSCEs) are an appropriate tool for assessing the competencies of nursing students, but the mode and content of OSCEs varies widely. Thus, for nationally-based registration, development of a standardized set of OSCEs to determine the clinical competence of nursing students is important. DESIGN A modified Delphi study, informed by a systematic scoping review of relevant literature. METHODS A two-phase study was conducted. Initially, a scoping review was conducted to establish internationally agreed competences for graduating nursing students. These were included in an online questionnaire send to national experts to develop a validated and accepted nursing competency framework and associated implementation strategies. This was round 1 of a three-round modified Delphi study. A Content Validity Index (CVI) was calculated and thematic analysis was used to analyze the experts' opinions. RESULTS Details of a set of OSCEs for final exam of undergraduate nursing students were developed and validated. These OSCEs included nine competencies addressed in eight 10-minute stations. CONCLUSION A 'best-practice' OSCE evaluation system, designed from both international literature and the opinions of nation-wide experts was achieved. This well-designed OSCE was shown to be a reliable and valid method for assessing the clinical competence of nursing students. It reflected global procedures as well as the local conditions and Iranian expectations. The results of this study can be used by nursing schools across the country. They can also be used to model equivalent development of locally relevant OSCEs in countries around the world.
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Affiliation(s)
- Samaneh Alizadeh
- Department of Medical-Surgical Nursing, Faculty of Nursing & Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Vahid Zamanzadeh
- Department of Medical-Surgical Nursing, Faculty of Nursing & Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Shahriar Ostovar
- Zahra Mardani Azari Children Training, Research & Treatment Center, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Reza Ghaffari
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Hossein Karimi Moonaghi
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Amy Johnston
- Department of Emergency Medicine, Princess Alexandra Hospital, Metro South and School of Nursing, Midwifery and Social Work, University of Queensland, QLD, Australia
| | - Leila Valizadeh
- Department of Pediatric Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
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Nursing Students' and Preceptors' Experiences with Using an Assessment Tool for Feedback and Reflection in Supervision of Clinical Skills: A Qualitative Pilot Study. Nurs Res Pract 2021; 2021:5551662. [PMID: 34113465 PMCID: PMC8154278 DOI: 10.1155/2021/5551662] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Accepted: 05/07/2021] [Indexed: 12/02/2022] Open
Abstract
Background There is a need to improve students' learning in clinical practice. Undergraduate students need guidance when it comes to transferring knowledge from the classroom to clinical practice in community health services. Competence Development of Practical Procedures (COPPs), a simulation assessment tool, was used to explore students' and preceptors' experiences with feedback and reflection during the supervision of clinical skills in real practice. Method This was a pilot study with a qualitative exploratory and descriptive research design. Four students in their first year of a bachelor's programme in nursing and four preceptors participated. Data were collected from eight clinical skills performance assessments, audio recordings of supervision, and open-ended questionnaires. Data were systematized, categorized, and analysed using qualitative content analysis. Findings. Participants' experiences were divided into five categories: “learning environment, an atmosphere of respect, acceptance, and encouragement,” “students' reflections on their own personal learning,” “students' reflections on various care situations,” and “students' and preceptors' assessment and feedback.” Participants found COPPs easy to use and providing structure for assessment, feedback, and reflection during supervision. Concepts related to learning clinical skills became visible for both students and preceptors and helped students assess their performance of clinical skills. Through verbalization and reflection in supervision, participants established a consensus around what students knew and what they needed to learn. Conclusions The students and preceptors experienced the tool as a supportive structure to enhance feedback and reflection for the learning of clinical skills in municipal healthcare services. COPPs filled a gap in practice by providing a language for students and preceptors to articulate their knowledge and increasing students' awareness of what constitutes a good performance. The tool supported the coherence of concepts, enhanced clinical reasoning, and promoted deeper thinking and reflection, and the students gained insight into their own needs related to learning clinical skills.
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Allvin R, Bisholt B, Blomberg K, Bååth C, Wangensteen S. Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey. BMC Nurs 2020; 19:74. [PMID: 32774153 PMCID: PMC7397675 DOI: 10.1186/s12912-020-00466-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2020] [Accepted: 07/27/2020] [Indexed: 02/07/2023] Open
Abstract
BACKGROUND Professional competence and continuous professional development is essential for ensuring high quality and safe nursing care, and it might be important for motivating nurses to stay in the profession. Thus, there is a need to identify the developmental process of nursing competency. Assessment of competence and need for further training helps to identify areas for quality improvement, and to design interventions in order to facilitate continuous competence development in different work contexts. The current study aimed to 1) describe registered nurses' self-assessment of clinical competence as well as the need for further training, and 2) explore possible differences between registered nurses with varying lengths of professional experience as a nurse (≤ 0,5 year, > 0,5-5 years, and ≥ 6 years). METHODS A cross-sectional survey design was applied, using the Professional Nurse Self-Assessment Scale of clinical core competencies II. Registered nurses (n = 266) working in medical and surgical contexts in hospitals in Sweden responded (response rate 51%). Independent student t-test and analysis of variance were carried out. RESULTS Registered nurses assessed their competence highest in statements related to cooperation with other health professionals; taking full responsibility for own activities; and acting ethically when caring for patients. They assessed their need for further training most for statements related to assessing patients' health needs by telephone; giving health promotion advice and recommendations to patients by telephone; as well as improving a creative learning environment for staff at the workplace. For self-assessed competence and need for further training, differences between the groups for 35 and 46 items respectively, out of 50 were statistically significant. CONCLUSIONS Although the registered nurses assessed their competence high for important competence components expected of professionals such as cooperation with other healthcare professionals, it is problematic that knowledge of interactions and side-effects of different types of medication were reported as having the highest need of training. Longitudinal follow up of newly graduated nurses regarding their continuous development of competence as well as further training is needed.
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Affiliation(s)
- Renée Allvin
- Clinical Skills Center, Örebro University Hospital, S-701 85 Örebro, Sweden
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, S-702 81 Örebro, Sweden
| | - Birgitta Bisholt
- Department of Health Science, Faculty of Health, Science and Technology, Karlstad University, S-651 88 Karlstad, Sweden
- Department of Health care Sciences, Ersta Sköndal Bräcke University College, S-100 61 Stockholm, Sweden
| | - Karin Blomberg
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, S-702 81 Örebro, Sweden
| | - Carina Bååth
- Department of Health Science, Faculty of Health, Science and Technology, Karlstad University, S-651 88 Karlstad, Sweden
- Faculty of Health and Welfare, Östfold University College Fredrikstad, N-1757 Halden, Norway
| | - Sigrid Wangensteen
- Department of Health Sciences in Gjøvik, NTNU, Norwegian University of Science and Technology, Trondheim, Norway
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Penz KL, Stewart NJ, Karunanayake CP, Kosteniuk JG, MacLeod MLP. Competence and confidence in rural and remote nursing practice: A structural equation modelling analysis of national data. J Clin Nurs 2019; 28:1664-1679. [DOI: 10.1111/jocn.14772] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2018] [Revised: 10/30/2018] [Accepted: 11/30/2018] [Indexed: 11/29/2022]
Affiliation(s)
- Kelly L. Penz
- College of Nursing University of Saskatchewan Regina Saskatchewan Canada
| | - Norma J. Stewart
- College of Nursing University of Saskatchewan Saskatoon Saskatchewan Canada
| | - Chandima P. Karunanayake
- Canadian Centre for Health and Safety in Agriculture University of Saskatchewan Saskatoon Saskatchewan Canada
| | - Julie G. Kosteniuk
- Canadian Centre for Health and Safety in Agriculture University of Saskatchewan Saskatoon Saskatchewan Canada
| | - Martha L. P. MacLeod
- School of Nursing University of Northern British Columbia Prince George British Columbia Canada
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Brighton R, Mackay M, Brown RA, Jans C, Antoniou C. Introduction of Undergraduate Nursing Students to an Objective Structured Clinical Examination. J Nurs Educ 2017; 56:231-234. [PMID: 28383748 DOI: 10.3928/01484834-20170323-08] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2016] [Accepted: 12/06/2016] [Indexed: 11/20/2022]
Abstract
BACKGROUND The Objective Structured Clinical Examination (OSCE) is used increasingly in nursing education. The purpose of this article is to report on the qualitative evaluation of the first implementation of a medication administration OSCE within an Australian school of nursing. METHOD A two-stage data gathering strategy was undertaken. The first stage was to survey participants' pre-OSCE and the second stage involved surveying the same participants' immediately post-OSCE. A constant comparison analysis method was used. RESULTS The first stage data analysis (pre-OSCE) were classified into three themes: (a) Student Anxiety, (b) Student Preparedness, and (c) The Effectiveness of This Style of Assessment. The three key themes from the second stage (post-OSCE) analysis were: (a) Feelings Toward the OSCE, (b) Assessor Interaction, and (c) The OSCE Environment. CONCLUSION Although they found it stressful, the participants valued the OSCE experience. The OSCE gave the students confidence in their capabilities of medication management. [J Nurs Educ. 2017;56(4):231-234.].
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Saleh U, O'Connor T, Afaneh T, Moore Z, Patton D, Derwin R. The use of a Competence Fair to validate nursing competence. NURSE EDUCATION TODAY 2017; 57:1-7. [PMID: 28675822 DOI: 10.1016/j.nedt.2017.06.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2016] [Revised: 05/15/2017] [Accepted: 06/19/2017] [Indexed: 06/07/2023]
Abstract
Strategies to ensure that nursing competence is maintained and validated are of increasing importance and are much discussed in the nursing literature. Professional bodies, employers, nurses themselves and most importantly patients need to have reassurance that competence across the profession is uniform and is maintained. This is of particular concern in the increasingly globalised and multinational workforces which exist in many health care institutions. This paper describes an educational initiative, and the evaluation thereof, which aimed to validate and enhance nurse competency in a multinational workforce in a medical city in the Kingdom of Saudi Arabia. Results indicate that there was variability in competencies across the organisation which allowed for targeted educational interventions. The initiative was well received by the nurses in the organisation and the evaluation points to the need for ongoing strategies to ensure that competence in maintained.
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Affiliation(s)
| | | | | | - Zena Moore
- King Abdullah Medical City, Saudi Arabia
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Solheim E, Plathe HS, Eide H. Nursing students' evaluation of a new feedback and reflection tool for use in high-fidelity simulation - Formative assessment of clinical skills. A descriptive quantitative research design. Nurse Educ Pract 2017; 27:114-120. [PMID: 28888157 DOI: 10.1016/j.nepr.2017.08.021] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2016] [Revised: 08/05/2017] [Accepted: 08/31/2017] [Indexed: 11/29/2022]
Abstract
Clinical skills training is an important part of nurses' education programmes. Clinical skills are complex. A common understanding of what characterizes clinical skills and learning outcomes needs to be established. The aim of the study was to develop and evaluate a new reflection and feedback tool for formative assessment. The study has a descriptive quantitative design. 129 students participated who were at the end of the first year of a Bachelor degree in nursing. After highfidelity simulation, data were collected using a questionnaire with 19 closed-ended and 2 open-ended questions. The tool stimulated peer assessment, and enabled students to be more thorough in what to assess as an observer in clinical skills. The tool provided a structure for selfassessment and made visible items that are important to be aware of in clinical skills. CONCLUSIONS This article adds to simulation literature and provides a tool that is useful in enhancing peer learning, which is essential for nurses in practice. The tool has potential for enabling students to learn about reflection and developing skills for guiding others in practice after they have graduated.
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Affiliation(s)
- Elisabeth Solheim
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University College of Southeast Norway, PoBox 7053, N-3007 Drammen, Norway.
| | - Hilde Syvertsen Plathe
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University College of Southeast Norway, PoBox 7053, N-3007 Drammen, Norway.
| | - Hilde Eide
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University College of Southeast Norway, PoBox 7053, N-3007 Drammen, Norway.
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Johnston AN, Weeks B, Shuker MA, Coyne E, Niall H, Mitchell M, Massey D. Nursing Students' Perceptions of the Objective Structured Clinical Examination: An Integrative Review. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2016.11.002] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Brown RA, Crookes PA. What level of competency do experienced nurses expect from a newly graduated registered nurse? Results of an Australian modified Delphi study. BMC Nurs 2016; 15:45. [PMID: 27453690 PMCID: PMC4957913 DOI: 10.1186/s12912-016-0166-2] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2015] [Accepted: 07/19/2016] [Indexed: 11/24/2022] Open
Abstract
Background Individuals who have recently completed accredited courses and are eligible to register as a nurse in Australia are often referred to as not being ‘work-ready’ by clinically based colleagues. This project identified the level of competence that can be reasonably expected of a newly registered nurse (RN) graduating in Australia. The research was undertaken using the necessary skills identified by Crookes and Brown in 2010. Methods A consensus methodology using a modified Delphi technique invited experienced nurses to identify the level of competency expected by the new RN in each of the skills areas. Results More than half of respondents did not believe that new graduates could practice independently in 18 of the 30 skills areas. There were only four skills areas where more than two thirds of the respondents believed the new graduate could operate independently. Conclusions There is a lack of clarity about the level of competency of the newly graduating registered nurse in Australia. The profession and employers need clarity regarding the areas and level of competence that can reasonably be expected of a newly graduated RN. Utilising the findings of this research will enable the skills and competencies to be integrated into eligibility to practice programmes. Further research needs to be undertaken to review the foci of nursing preparation programmes to meet the needs of novice practitioners and the health care consumer population. Electronic supplementary material The online version of this article (doi:10.1186/s12912-016-0166-2) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Roy A Brown
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, New South Wales Australia
| | - Patrick A Crookes
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, New South Wales Australia
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Taylor RM, Feltbower RG, Aslam N, Raine R, Whelan JS, Gibson F. Modified international e-Delphi survey to define healthcare professional competencies for working with teenagers and young adults with cancer. BMJ Open 2016; 6:e011361. [PMID: 27142859 PMCID: PMC4861123 DOI: 10.1136/bmjopen-2016-011361] [Citation(s) in RCA: 49] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/05/2023] Open
Abstract
OBJECTIVES To provide international consensus on the competencies required by healthcare professionals in order to provide specialist care for teenagers and young adults (TYA) with cancer. DESIGN Modified e-Delphi survey. SETTING International, multicentre study. PARTICIPANTS Experts were defined as professionals having worked in TYA cancer care for more than 12 months. They were identified through publications and professional organisations. METHODS Round 1, developed from a previous qualitative study, included 87 closed-ended questions with responses on a nine-point Likert scale and further open-ended responses to identify other skills, knowledge and attitudes. Round 2 contained only items with no consensus in round 1 and suggestions of additional items of competency. Consensus was defined as a median score ranging from 7 to 9 and strength of agreement using mean absolute deviation of the median. RESULTS A total of 179 registered to be members of the expert panel; valid responses were available from 158 (88%) in round 1 and 136/158 (86%) in round 2. The majority of participants were nurses (35%) or doctors (39%) from Europe (55%) or North America (35%). All 87 items in round 1 reached consensus with an additional 15 items identified for round 2, which also reached consensus. The strength of agreement was mostly high for statements. The areas of competence rated most important were agreed to be: 'Identify the impact of disease on young people's life' (skill), 'Know about side effects of treatment and how this might be different to those experienced by children or older adults' (knowledge), 'Honesty' (attitude) and 'Listen to young people's concerns' (aspect of communication). CONCLUSIONS Given the high degree of consensus, this list of competencies should influence education curriculum, professional development and inform workforce planning. Variation in strength of agreement for some competencies between professional groups should be explored further in pursuit of effective multidisciplinary team working.
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Affiliation(s)
- Rachel M Taylor
- NIHR University College London Hospitals Biomedical Research Centre, UCL Hospitals NHS Foundation Trust, London, UK
- School of Health and Social Care, London South Bank University, London, UK
| | - Richard G Feltbower
- Division of Epidemiology & Biostatistics, School of Medicine, University of Leeds, Leeds, UK
| | - Natasha Aslam
- NIHR University College London Hospitals Biomedical Research Centre, UCL Hospitals NHS Foundation Trust, London, UK
| | - Rosalind Raine
- Department of Applied Health Research, University College London, London, UK
| | - Jeremy S Whelan
- NIHR University College London Hospitals Biomedical Research Centre, UCL Hospitals NHS Foundation Trust, London, UK
| | - Faith Gibson
- School of Health and Social Care, London South Bank University, London, UK
- Centre for Outcomes and Experience Research in Children's Health, Illness and Disability, Great Ormond Street Hospital for Children NHS Foundation Trust, London, UK
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Establishment Background and Factors Affecting the Success of Telemedicine Provision. INTERNATIONAL JOURNAL OF TRAVEL MEDICINE AND GLOBAL HEALTH 2016. [DOI: 10.20286/ijtmgh-040125] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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Competency in Nursing Students: A Systematic Review. INTERNATIONAL JOURNAL OF TRAVEL MEDICINE AND GLOBAL HEALTH 2016. [DOI: 10.20286/ijtmgh-04013] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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Leung K, Trevena L, Waters D. Development of a competency framework for evidence-based practice in nursing. NURSE EDUCATION TODAY 2016; 39:189-196. [PMID: 27006055 DOI: 10.1016/j.nedt.2016.01.026] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2015] [Revised: 01/08/2016] [Accepted: 01/26/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND The measurement of competence in evidence-based practice (EBP) remains challenging to many educators and academics due to the lack of explicit competency criteria. Much uncertainty exists about what specific EBP competencies nurses should meet and how these should be measured. OBJECTIVES The objectives of this study are to develop a competency framework for measuring evidence-based knowledge and skills in nursing and to elicit the views of health educators/researchers about elements within the framework. DESIGN A descriptive survey design with questionnaire. PARTICIPANTS AND SETTINGS Between August and December 2013, forty-two health academics/educators, clinicians; and researchers from the medical and nursing schools at the University of Sydney and the Nurse Teacher's Society in Australia were invited to comment on proposed elements for measuring evidence-based knowledge and skills. METHODS The EBP competency framework was designed to measure nurses' knowledge and skills for using evidence in practice. Participants were invited to rate their agreement on the structure and relevance of the framework and to state their opinion about the measurement criteria for evidence-based nursing practice. RESULTS Participant agreement on the structure and relevance of the framework was substantial, ICC: 0.80, 95% CI: 0.67-0.88, P<0.0001. Qualitative analysis of two open-ended survey questions revealed three common themes in participants' opinion of the competency elements: (1) a useful EBP framework; (2) varying expectations of EBP competence; and (3) challenges to EBP implementation. CONCLUSIONS The findings of this study suggested that the EBP competency framework is of credible value for facilitating evidence-based practice education and research in nursing. However, there remains some uncertainty and disagreement about the levels of EBP competence required for nurses. These challenges further implicate the need for setting a reasonable competency benchmark with a broader group of stakeholders in nursing.
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Affiliation(s)
- Kat Leung
- Sydney Medical School, Room 121B, Edward Ford Building (A27), University of Sydney, NSW 2006, Australia.
| | - Lyndal Trevena
- Sydney Medical School, Room 321B, Edward Ford Building (A27), University of Sydney, NSW 2006, Australia.
| | - Donna Waters
- Sydney Nursing School, Room C5.10, 88 Mallett Street, Camperdown, NSW 2050, Australia.
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Struksnes S, Engelien RI. Nursing students' conception of clinical skills training before and after their first clinical placement: A quantitative, evaluative study. Nurse Educ Pract 2016; 16:125-32. [DOI: 10.1016/j.nepr.2015.10.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2015] [Revised: 10/05/2015] [Accepted: 10/09/2015] [Indexed: 10/22/2022]
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Forber J, DiGiacomo M, Davidson P, Carter B, Jackson D. The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue. NURSE EDUCATION TODAY 2015; 35:1114-1118. [PMID: 26264968 DOI: 10.1016/j.nedt.2015.07.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2015] [Revised: 06/23/2015] [Accepted: 07/13/2015] [Indexed: 06/04/2023]
Abstract
INTRODUCTION Approaches to clinical education are highly diverse and becoming increasingly complex to sustain in complex milieu OBJECTIVE To identify the influences and challenges of providing nurse clinical education in the undergraduate setting and to illustrate emerging solutions. METHOD A discursive exploration into the broad and varied body of evidence including peer reviewed and grey literature. DISCUSSION Internationally, enabling undergraduate clinical learning opportunities faces a range of challenges. These can be illustrated under two broad themes: (1) legacies from the past and the inherent features of nurse education and (2) challenges of the present, including, population changes, workforce changes, and the disconnection between the health and education sectors. Responses to these challenges are triggering the emergence of novel approaches, such as collaborative models. CONCLUSION(S) Ongoing challenges in providing accessible, effective and quality clinical learning experiences are apparent.
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Affiliation(s)
- Jan Forber
- Faculty of Health, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia.
| | - Michelle DiGiacomo
- Centre for Cardiovascular and Chronic Care, Faculty of Health, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia
| | - Patricia Davidson
- Centre for Cardiovascular and Chronic Care, Faculty of Health, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia; School of Nursing, John Hopkins University, 525N Wolfe Street, Baltimore, MD 21205, USA
| | - Bernie Carter
- School of Health, University of Central Lancashire, Fylde Road, Preston, PR1 2HE, United Kingdom; University of Tasmania, Churchill Avenue, Hobart, Tasmania 7005, Australia
| | - Debra Jackson
- Faculty of Health & Life Sciences, Oxford Brookes University Jack Straws Lane, Marston, Oxford OX3 0FL, United Kingdom; Oxford University Hospitals NHS Trust, Windmill Road, Headington, Oxford, United Kingdom
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Smyth EEJ. Assessing the skills of home care workers in helping older people take their prescribed medications. Br J Community Nurs 2015; 20:400-4. [PMID: 26252238 DOI: 10.12968/bjcn.2015.20.8.400] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Elizabeth EJ Smyth
- Medicines Management Specialist Nurse, Southern Health and Social Care Trust, Craigavon Area Hospital, Northern Ireland
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Monaghan T. A critical analysis of the literature and theoretical perspectives on theory-practice gap amongst newly qualified nurses within the United Kingdom. NURSE EDUCATION TODAY 2015; 35:e1-e7. [PMID: 25862073 DOI: 10.1016/j.nedt.2015.03.006] [Citation(s) in RCA: 52] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2014] [Revised: 02/28/2015] [Accepted: 03/10/2015] [Indexed: 06/04/2023]
Abstract
OBJECTIVES This critical analysis of the literature examines the factors and theoretical perspectives contributing to the theory-practice gap for newly qualified nurses within the United Kingdom. This article aspires to inform, guide and promote effective nursing education both academically and practically. DESIGN A systematic search strategy was conducted to identify relevant literature covering the period of 2000-2014, to include only contemporary theoretical perspectives coinciding with the dearth of contemporary literature post Project 2000. DATA SOURCES The literature was systematically investigated utilising nursing research databases, the Cumulative Index of Nursing and Allied Health Literature, Allied and Complementary Medicine, the U.S. National Library of Medicine and Internurse. REVIEW METHODS To satisfy the search criteria only articles conducted within the United Kingdom and written in the English language were included. Only literature including nurses and newly qualified nurses were included. To identify relevant literature a series of key words were utilised. RESULTS Systematic review of the literature revealed that newly qualified nurses feel unprepared for practice, lacking confidence in their own abilities. It was also felt by newly qualified nurses that not enough time was dedicated to the production of clinical skills during their training. The use of preceptorship programmes was found to reduce the transitional stress associated with becoming a qualified nursing practitioner. CONCLUSIONS Despite the increasing research being undertaken in the area of theory-practice gap there is still a need for nursing educators, practice areas and regulatory bodies to invest further in research. The effects of preceptorship and simulation exercises in particular require more research to provide regulatory bodies with enough evidence to make an informed decision as to whether their use should be mandatory.
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Ramm D, Thomson A, Jackson A. Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment. NURSE EDUCATION TODAY 2015; 35:823-827. [PMID: 25697946 DOI: 10.1016/j.nedt.2015.01.023] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2014] [Accepted: 01/27/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. AIM This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. METHOD Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. FINDINGS This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. CONCLUSIONS Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice.
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Affiliation(s)
- Dianne Ramm
- School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom.
| | - Anna Thomson
- School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom.
| | - Andrew Jackson
- School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom.
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Ewertsson M, Allvin R, Holmström IK, Blomberg K. Walking the bridge: Nursing students' learning in clinical skill laboratories. Nurse Educ Pract 2015; 15:277-83. [PMID: 25892366 DOI: 10.1016/j.nepr.2015.03.006] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2014] [Revised: 12/30/2014] [Accepted: 03/22/2015] [Indexed: 11/15/2022]
Abstract
Despite an increasing focus on simulation as a learning strategy in nursing education, there is limited evidence on the transfer of simulated skills into clinical practice. Therefore it's important to increase knowledge of how clinical skills laboratories (CSL) can optimize students' learning for development of professional knowledge and skills, necessary for quality nursing practice and for patient safety. Thus, the aim was to describe nursing students' experiences of learning in the CSL as a preparation for their clinical practice. Interviews with 16 students were analysed with content analysis. An overall theme was identified - walking the bridge - in which the CSL formed a bridge between the university and clinical settings, allowing students to integrate theory and practice and develop a reflective stance. The theme was based on categories: conditions for learning, strategies for learning, tension between learning in the skills laboratory and clinical settings, and development of professional and personal competence. The CSL prepared the students for clinical practice, but a negative tension between learning in CSL and clinical settings was experienced. However, this tension may create reflection. This provides a new perspective that can be used as a pedagogical approach to create opportunities for students to develop their critical thinking.
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Affiliation(s)
- Mona Ewertsson
- Faculty of Medicine and Health, School of Health and Medical Sciences, Örebro University, Örebro, Sweden
| | - Renée Allvin
- Faculty of Medicine and Health, School of Health and Medical Sciences, Örebro University, Örebro, Sweden; Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden
| | - Inger K Holmström
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden; Department of Public Health and Caring Science, Uppsala University, Uppsala, Sweden
| | - Karin Blomberg
- Faculty of Medicine and Health, School of Health and Medical Sciences, Örebro University, Örebro, Sweden.
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Lima S, Newall F, Kinney S, Jordan HL, Hamilton B. How competent are they? Graduate nurses self-assessment of competence at the start of their careers. Collegian 2014; 21:353-8. [DOI: 10.1016/j.colegn.2013.09.001] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Hemingway S, Stephenson J, Roberts B, McCann T. Mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination to assess their competence in medicine administration. Int J Ment Health Nurs 2014; 23:364-73. [PMID: 25180411 DOI: 10.1111/inm.12051] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The aim of this study was to evaluate mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination (OSCE) in assessing their administration of medicine competence. Learning disability (n = 24) and mental health (n = 46) students from a single cohort were invited to evaluate their experience of the OSCE. A 10-item survey questionnaire was used, comprising open- and closed-response questions. Twelve (50%) learning disability and 32 (69.6%) mental health nursing students participated. The OSCE was rated highly compared to other theoretical assessments; it was also reported as clinically real and as a motivational learning strategy. However, it did not rate as well as clinical practice. Content analysis of written responses identified four themes: (i) benefits of the OSCE; (ii) suggestions to improve the OSCE; (iii) concern about the lack of clinical reality of the OSCE; and (iv) OSCE-induced stress. The themes, although repeating some of the positive statistical findings, showed that participants were critical of the university setting as a place to conduct clinical assessment, highlighted OSCE-related stress, and questioned the validity of the OSCE as a real-world assessment. The OSCE has an important role in the development of student nurses' administration of medicine skills. However, it might hinder their performance as a result of the stress of being assessed in a simulated environment.
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Affiliation(s)
- Steve Hemingway
- School of Health and Human Sciences, Centre for Health and Social Care Research, University of Huddersfield, West Yorkshire, UK
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24
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Morrell N, Ridgway V. Are we preparing student nurses for final practice placement? ACTA ACUST UNITED AC 2014; 23:518-23. [DOI: 10.12968/bjon.2014.23.10.518] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Nicola Morrell
- in Pre-registration Nursing, University of Central Lancashire
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25
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Abstract
In an move to identify nursing as an all-graduate profession, the Nursi Midwifery Council standards identified that future nurses need to be equipped with the skills and knowledge to lead and deliver high-quality care. Inorder to have these skills within the changing context of health care, students need to experience care delivery across a range of community, hospital and other settings. Students have to undertake a final clinical placement of 12 weeks at the end of their programme, commonly called a consolidation placement, and are allocated a sign-off mentor to confirm they meet the requirements for entry to the register. Placement capacity within primary care settings continues to be a challenge alongside the need for providing a sign-off mentor. This article discusses some of the challenges and opportunities of the role of the sign-off mentor and the potential impact for encouraging newly qualified recruitment in this area.
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26
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Affiliation(s)
- Maggie Bennett
- Lecturer (Education), School of Nursing and Midwifery, Queens University Belfast, Belfast
| | - Brian McGowan
- Lecturer in Nursing and Academic Lead for Learning & Teaching, School of Nursing, University of Ulster, Jordanstown
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Pijl-Zieber EM, Barton S, Konkin J, Awosoga O, Caine V. Competence and competency-based nursing education: finding our way through the issues. NURSE EDUCATION TODAY 2014; 34:676-678. [PMID: 24090616 DOI: 10.1016/j.nedt.2013.09.007] [Citation(s) in RCA: 75] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2013] [Revised: 09/05/2013] [Accepted: 09/10/2013] [Indexed: 06/02/2023]
Abstract
The language of competence is widely utilized in both the regulation of nursing practice and curricular design in nursing education. The notion of competence defines what it means to be a professional, although it is not the only way of describing nursing practice. Unfortunately, there is much confusion about the concepts of competence, competency, and competency-based education. As well, the notion of competence, despite its global popularity, has flaws. In this paper we will disentangle these terms and critique the use of competence frameworks in nursing education.
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Affiliation(s)
- Em M Pijl-Zieber
- University of Lethbridge, 4401 University Drive, Lethbridge, Alberta T1K 3M4 Canada.
| | - Sylvia Barton
- University of Alberta, Level 3, Edmonton Clinic Health Academy, 11405 87 Avenue, Edmonton, Alberta T6G 1C9 Canada
| | - Jill Konkin
- University of Alberta, WC Mackenzie Health Sciences Centre, Edmonton, Alberta, T6G 2R7 Canada
| | - Olu Awosoga
- University of Lethbridge, 4401 University Drive, Lethbridge, Alberta T1K 3M4 Canada
| | - Vera Caine
- University of Alberta, Level 3, Edmonton Clinic Health Academy, 11405 87 Avenue, Edmonton, Alberta T6G 1C9 Canada
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Stacey G, McGarry J, Aubeeluck A, Bull H, Simpson C, Sheppard F, Thompson S. An integrated educational model for graduate entry nursing cirriculum design. NURSE EDUCATION TODAY 2014; 34:145-149. [PMID: 22995595 DOI: 10.1016/j.nedt.2012.08.014] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2012] [Revised: 08/03/2012] [Accepted: 08/22/2012] [Indexed: 06/01/2023]
Abstract
The constraints influencing the development of nurse education are widely debated and discussed within the academic, professional and public arena. In order to challenge these constraints it is proposed that nurse education should promote every opportunity for students to engage in critical dialogue with a range of influential sources. This paper will report on an integrated educational model for graduate entry curriculum design. The model capitalises on the skills and attributes students bring to the course, which are collectively termed "graduateness," by utilising a range of teaching and learning approaches which compliment and build upon each other to foster the characteristics of a capable practitioner. It is envisaged that this will better enable those graduating from this programme to respond to the changing context of healthcare.
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Affiliation(s)
- Gemma Stacey
- University of Nottingham, Division of Nursing, United Kingdom.
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Levy-Malmberg R, Hilli Y. The enhancement of clinical competence through caring science. Scand J Caring Sci 2013; 28:861-6. [PMID: 24308907 DOI: 10.1111/scs.12104] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2013] [Accepted: 11/06/2013] [Indexed: 11/27/2022]
Abstract
This theoretical research attempts to create a new basis for dialogue between two independent research fields that are connected by an inseparable link. The first, nursing science, is a body of professional knowledge, while the second, caring as an independent body of pure knowledge, conducts basic research with an aspiration towards applicability. This theoretical research uses the guidelines of the Buberian dialogue, which provides new meaning to the concept of clinical competence. The results emphasise the need to adopt abstract knowledge into the nursing field in order to improve the graduate's clinical capabilities. The combination of assessing clinical capability in a judgmental manner together with the dialogical humanistic approach of caring science may create a genuine platform and meeting event as a maturing process, which is intended to promote educational goals, which subsequently receive new meaning, that is, a different type of assessment. However, this assessment cannot be measured since a wide range of ethical moral aspects regarding both the student and the patient will have to be included. Nevertheless, this dialogue between nursing science and caring science can implement evidence on the basis of trust and can be used as a dialogical tool for evaluating clinical skills with the goal of empowering the educational field in nursing. Consequently, this clinical competence is called 'caring maturing means', and the goal is to convert the learning process into a meaningful event with the aim of improvement.
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Affiliation(s)
- Rika Levy-Malmberg
- Department of Nursing, Novia University of Applied Sciences, Vaasa, Finland; Council for Swedish Education and Culture in Ostrobothnia, Vaasa, Finland
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Problems with competence assessment as it applies to student nurses. Nurse Educ Pract 2012; 12:301-3. [DOI: 10.1016/j.nepr.2012.05.014] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2012] [Revised: 05/23/2012] [Accepted: 05/29/2012] [Indexed: 11/21/2022]
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31
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Nielsen C, Sommer I, Larsen K, Bjørk IT. Model of practical skill performance as an instrument for supervision and formative assessment. Nurse Educ Pract 2012; 13:176-180. [PMID: 23021010 DOI: 10.1016/j.nepr.2012.08.014] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2012] [Revised: 08/20/2012] [Accepted: 08/29/2012] [Indexed: 10/27/2022]
Abstract
There are still weaknesses in the practical skills of newly graduated nurses. There is also an escalating pressure on existing clinical placements due to increasing student numbers and structural changes in health services. Innovative educational practices and the use of tools that might support learning are sparsely researched in the field of clinical education for nursing students. This paper reports on an action research study that promoted and investigated use of The Model of Practical Skill Performance as a learning tool during nursing students' clinical placement. Clinical supervisors and two cohorts of nursing students placed in a hospital setting shared their experiences on the use of the model in six focus group interviews. Data was also generated through the supervisors' reflective logs. The model was viewed as highly applicable in the planning of learning situations as well as during practice, performance and formative assessment of practical skills learning. It provided a common language about practical skills and enhanced the participants' understanding of professionalism in practical nursing skill. In conclusion, the model helped to highlight the complexity in mastering practical skills, afforded help in sequencing a learning process that supported the novice, and contributed to a more nuanced feedback by supervisors.
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Affiliation(s)
- Carsten Nielsen
- VIA University College, Nurse education in Aarhus, Hedeager 2, 8200 Aarhus, Denmark.
| | | | | | - Ida Torunn Bjørk
- Department of Nursing Science, Institute for Health and Society, University of Oslo, Norway
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Abstract
PURPOSE The purpose of this analysis was to explore the concept of nurse competence. DATA SOURCES Data sources include EBSCOhost, Gale PowerSearch, ProQuest, PubMed Medline, Google Scholar, and Online Journal of Issues in Nursing. DATA SYNTHESIS This paper utilizes Rodgers' evolutionary method to analyze the concept of nurse competence. CONCLUSION Antecedents to nurse competence include personal and external motivations. Attributes include integrating knowledge into practice, experience, critical thinking, proficient skills, caring, communication, environment, motivation, and professionalism. Consequences include confidence, safe practice, and holistic care. Implications for nursing responsibility regarding defining nurse competence and ensuring nurse competence need to be identified. More research is needed to determine the best evaluation methods for the different facets of nurse competence.
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Affiliation(s)
- Sarah A Smith
- University of Hawaii Manoa School of Nursing and Dental Hygiene, HI, USA.
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Entry into nursing: an ethnographic study of newly qualified nurses taking on the nursing role in a hospital setting. Nurs Res Pract 2012; 2012:690348. [PMID: 23050136 PMCID: PMC3462384 DOI: 10.1155/2012/690348] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2012] [Accepted: 08/30/2012] [Indexed: 12/02/2022] Open
Abstract
The transition from student to working nurse has long been recognized as challenging. This paper presents the findings of research into the opportunities and limitations encountered by newly qualified nurses when taking on the nursing role. The study had an ethnographic design. Observation, interviews, and document analysis were used to gain insight into nurses' daily work from the perspective of recently graduated nurses. Thirteen nurses were monitored closely during their first year in a hospital setting in Norway. These new nurses generally entered the field with empathy for their patients, enthusiasm for the profession, and readiness to learn more about being a good nurse. However, their more experienced colleagues seemed to neither respect nor nurture this attitude. The new nurses experienced heavier responsibilities than expected, fragmentation of patient care, and stressful interactions with colleagues. The lack of a supportive work environment and role models increased the new nurses' experience of overwhelming responsibility in their daily work situations. The nurses learned to cope the hard way, despite the organizational culture, not because of it. Adjusting the profession's expectations of new nurses, and offering good role models and more comprehensive support programmes, would markedly ease the transition for new nurses.
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AVIS MARK, MALLIK MAGGIE, FRASER DIANEM. ‘Practising under your own Pin’- a description of the transition experiences of newly qualified midwives. J Nurs Manag 2012; 21:1061-71. [DOI: 10.1111/j.1365-2834.2012.01455.x] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Sturgeon D. Higher education reform: conflict of interest or enhanced experience? ACTA ACUST UNITED AC 2012; 21:44-8. [DOI: 10.12968/bjon.2012.21.1.44] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- David Sturgeon
- Department of Nursing and Applied Clinical Studies, Canterbury Christ Church University, North Holmes Campus, Canterbury, Kent
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Gallagher PJ, Rice B, Tierney P, Page K, McKinney A. An evaluation of a critical care course for undergraduate nursing students. Nurs Crit Care 2011; 16:261-9. [PMID: 21824231 DOI: 10.1111/j.1478-5153.2010.00442.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AIM The aim of this paper was to evaluate a 2-day critical care course (CCC) delivered to a cohort of adult branch nursing students. BACKGROUND In today's health care system there is an increase in the number of critically ill patients being cared for in a ward environment. As a result, nurses require the knowledge and skills to effectively manage this patient group. Skills such as prompt recognition of the sick patient, effective communication and performing basic management care skills are necessary. METHODS The CCC was provided to final year adult branch nursing students (n = 182) within a university in the UK. On completion of the course, participants were invited to undertake a Likert scale questionnaire. The questionnaire also contained a free response section to elicit qualitative information. Quantitative data were analysed using SPSS version 17.0 and descriptive statistics produced. Qualitative responses were analysed thematically. RESULTS There was a 73.7% (n = 135) response rate. Overall, there was a positive evaluation of the course. Students (89.6%; n = 121) reported a perceived increase in confidence when caring for critically ill patients following the course and 88.2% (n = 119) felt that their knowledge and skills had improved at the end of the 2-day course. CONCLUSION This study supports the implementation of critical care training for undergraduate nursing students. There are implications for the development of specific modules, aiming to improve undergraduate nursing students' recognition, assessment and management of the critically ill patient. RELEVANCE TO CLINICAL PRACTICE There is a shortage of critical care practice placements for undergraduate nursing students. It is essential that an undergraduate curriculum incorporates critical care teaching so that critical care skills are evident at the point of registration.
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Affiliation(s)
- Patrick Joseph Gallagher
- School of Nursing and Midwifery, Queens University Belfast, Medical Biology Centre, Belfast BT9 7BL, UK.
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The use of skills inventories to assess and grade practice: Part 1--design and implementation. Nurse Educ Pract 2011; 12:127-32. [PMID: 22094108 DOI: 10.1016/j.nepr.2011.10.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2010] [Revised: 07/18/2011] [Accepted: 10/08/2011] [Indexed: 11/22/2022]
Abstract
Employers increasingly require evidence of competent practice and cost-effective education that is fit for purpose. Historically, universities providing nurse education have been more concerned with the testing and grading of theory at undergraduate level which ultimately defines degree classification. This may be at the expense of recognising excellence in clinical practice which should be the ultimate goal of any nurse education programme. This paper reviews the development and introduction of an assessment tool to grade clinical competence in higher education level 6 post-registration critical care courses using a skills-based assessment strategy. The knowledge and practice components for each skill are defined within a standardised template. A number of skills pertinent to the area of practice and academic module are then collected in a skills inventory for assessment and grading which contribute to degree classification.
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ATHLIN ELSY, LARSSON MARIA, SÖDERHAMN OLLE. A model for a national clinical final examination in the Swedish bachelor programme in nursing. J Nurs Manag 2011; 20:90-101. [DOI: 10.1111/j.1365-2834.2011.01278.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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Ali PA, Watson R, Albutt G. Are English novice nurses prepared to work in primary care setting? Nurse Educ Pract 2011; 11:304-8. [DOI: 10.1016/j.nepr.2011.02.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2009] [Revised: 01/30/2011] [Accepted: 02/02/2011] [Indexed: 10/18/2022]
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40
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Bradshaw A. Editorial: The future of clinical nursing: meeting the needs of patients for compassionate and skilled nurses? J Clin Nurs 2011; 20:1797-800. [DOI: 10.1111/j.1365-2702.2010.03309.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Fullerton JT, Johnson PG, Thompson JB, Vivio D. Quality considerations in midwifery pre-service education: Exemplars from Africa. Midwifery 2011; 27:308-15. [DOI: 10.1016/j.midw.2010.10.011] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2010] [Revised: 10/15/2010] [Accepted: 10/18/2010] [Indexed: 10/18/2022]
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Bray L, Flynn A, Sanders C. The experiences of children’s nursing students: Learning urethral catheterisation. Nurse Educ Pract 2011; 11:168-72. [DOI: 10.1016/j.nepr.2010.08.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2009] [Revised: 07/19/2010] [Accepted: 08/09/2010] [Indexed: 11/24/2022]
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Bentley J, Dandy-Hughes H. Implementing KSF competency testing in primary care. Part 2: Evaluation of the pilot of an appraisal tool. Br J Community Nurs 2010; 15:553-560. [PMID: 21079562 DOI: 10.12968/bjcn.2010.15.11.79627] [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: 05/30/2023]
Abstract
Assessment of competence is a way of measuring if staff are fit for purpose. Clinical competences, against which performance is measured, have been developed in a wide range of clinical settings in recent years (Department of Health (DH), 2008). Several trusts also operate an assessment centre in the recruitment and selection of staff, and these frequently involve competency testing in order to be certain that their new recruits are fit for their post. Agenda for Change (DH, 2004a) firmly links pay to the competences expressed in the Knowledge and Skills Framework (DH, 2004b; c) yet the KSF has not been implemented in all trusts. In part 1 of this article (Bentley and Dandy-Hughes, 2010), the process of Southwark PCT's competency project was described. This involved the process of writing measurable, manageable competences from the KSF, in order to develop staff to be fit for purpose. Part 2 evaluates the use of the appraisal tool that was developed from the KSF, and examines the role of the nurse consultant in education who led the competency project.
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Affiliation(s)
- Jenny Bentley
- King's College London, Florence Nightingale School of Nursing and Midwifery, Southwark PCT.
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Bentley J, Dandy-Hughes H. Implementing KSF competency testing in primary care. Part 1: developing an appraisal tool. Br J Community Nurs 2010; 15:485-491. [PMID: 20966843 DOI: 10.12968/bjcn.2010.15.10.78729] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
The delivery of an effective community nursing workforce relies on competent staff. Commissioners will need to be assured that their providers employ competent, efficient staff who give value for money. The Knowledge and Skills Framework (KSF) was introduced as part of Agenda for Change to identify the competences required, but competency testing using the KSF has not been fully implemented across the UK, and measuring competency, using the KSF indicators, still leaves much room for variation and a non-standardized approach. In the first of this two-part article, the authors discuss the process through which the provider services of one London PCT developed standardized competences using the KSF which were linked to staff performance and which provided clear areas for individual development.
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Affiliation(s)
- Jenny Bentley
- King's College London, Florence Nightingale School of Nursing and Midwifery.
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Higgins G, Spencer RL, Kane R. A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom. NURSE EDUCATION TODAY 2010; 30:499-508. [PMID: 19939524 DOI: 10.1016/j.nedt.2009.10.017] [Citation(s) in RCA: 110] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2009] [Revised: 10/19/2009] [Accepted: 10/22/2009] [Indexed: 05/28/2023]
Abstract
AIM A systematic literature review of the experiences and perceptions of newly qualified nurses in the UK during the transition from student to staff nurse. BACKGROUND It has been widely recognised that newly qualified nurses experience a period of transition. Over the past decade there has been radical reorganisation of nurse education in the UK which has raised issues of preparation for practice. DATA SOURCES Searches were made of the Cumulative Index to Nursing and Allied Health Literature (CINAHL) and MEDLINE. METHODS A systematic review was carried out. Papers were critically reviewed, relevant data were extracted and synthesised. RESULTS Four themes were identified from the empirical evidence base: transition and change, personal and professional development, pre-registration education, preceptorship and support. CONCLUSION Transition remains a stressful experience for newly qualified nurses in the UK. Reasons include an increase in personal and professional development, changes in pre-registration education and lack of support once qualified. RECOMMENDATIONS Further research is needed to address the current situation in relation to the transition period including pre-registration education, preparation for practice and support in both primary and secondary care.
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Affiliation(s)
- Georgina Higgins
- Welton Health Centre, 4 Cliff Road, Welton, Lincoln LN2 3JH, United Kingdom.
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Hartigan I, Murphy S, Flynn AV, Walshe N. Acute nursing episodes which challenge graduate's competence: perceptions of registered nurses. Nurse Educ Pract 2010; 10:291-7. [PMID: 20167537 DOI: 10.1016/j.nepr.2010.01.005] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2009] [Revised: 11/21/2009] [Accepted: 01/19/2010] [Indexed: 11/18/2022]
Abstract
On successful completion of nurse education programmes new graduate nurses are expected to meet the requirements for registration as a professional practitioner. Nurse educators need to collaborate with clinical colleagues to be responsive to changes in health care. Identifying challenging acute nursing episodes (CANE) that nurses' encounter in clinical practice and the aspect of competence that new graduate nurses require to manage these episodes effectively can inform undergraduate nursing curricula. Thus a qualitative, descriptive design was employed when undertaking a study to identify challenging acute nursing episodes which new graduates will encounter in clinical practice. Six focus groups were conducted in three university teaching hospitals in Ireland where a total of 28 registered nurses were recruited. Thematic analysis was used to extract themes from the focus group data. The results of this study identified 41 challenging acute nursing episodes and 4 key aspects of competence namely; patient assessment, technical/clinical skills; interactions and communications and clinical decision making. Findings of this study identify both the episodes which challenge new graduates and aspects of competence required by new graduates. These findings provide evidence for nurse educators to develop and deliver curricular content which is congruent with the realities of current day nursing practice.
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Affiliation(s)
- Irene Hartigan
- Catherine McAuley School of Nursing and Midwifery, Brookfield Health Sciences Complex, University College Cork, Ireland.
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Solvoll BA, Heggen KM. Teaching and learning care--exploring nursing students' clinical practice. NURSE EDUCATION TODAY 2010; 30:73-77. [PMID: 19581026 DOI: 10.1016/j.nedt.2009.06.003] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2008] [Revised: 02/25/2009] [Accepted: 06/02/2009] [Indexed: 05/28/2023]
Abstract
Care has always been a key element of nursing. This paper presents findings from research on the following issue: What opportunities and limitations do nursing students encounter when learning nursing care? The study has a qualitative design with field methodology and the study of documents. Six nursing students have been closely monitored during their clinical studies in hospitals, nursing homes and home-based nursing. The study shows that nursing students are likely to possess the potential to provide care for sick and unknown people. The motivation for their commitment to patients may contain an egoistical orientation and runs contrary to former ideals of the nurse's self-sacrificing altruism. Moreover the study shows that there is a potential in the clinical field and in the university college to reflective considerations on experience of care. While clinical practice often has focus on practical problem-solving and procedures, the college tends to focus on abstract theory. Both of these promote the privatisation and neglect of the students' experience of care. The paper concludes with a call for teaching and learning strategies targeting the use of nursing students' personal experience of care.
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Affiliation(s)
- Betty-Ann Solvoll
- Department of Health Science, Vestfold University College, Raveien 197, P.O. Box 2243, 3103 Tønsberg, Horten, Norway.
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Abstract
Mental health, cancer care and coronary heart disease were identified as the three priorities for the National Health Service, and National Service Frameworks were developed for each area. This prioritisation was reinforced when the NHS Plan was published and a programme of systemic change in the National Health Service was embarked upon to support this new agenda. This paper describes the major policy decisions and systemic changes and how they affected mental health care. The end of the 10-year National Service Framework programme provides an opportune time to review and reflect on the changes, successes and areas for on-going improvement in the years ahead. Clearly there have been significant developments, and perhaps the successes of the last 10 years have been lost in the clutter that often results as a consequence of major change.
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Affiliation(s)
- Ian McGonagle
- Centre for Clinical and Academic Workforce Innovation, University of Lincoln, Lincoln, UK
| | - Christine Jackson
- Centre for Clinical and Academic Workforce Innovation, University of Lincoln, Lincoln, UK,
| | - Ian Baguley
- Centre for Clinical and Academic Workforce Innovation, University of Lincoln, Lincoln, UK
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Roger W. Commentary on Levett-Jones T & Lathlean J (2009) The ascent to competence conceptual framework: an outcome of a study of belongingness. Journal of Clinical Nursing 18, 2870-2879. J Clin Nurs 2009; 18:2918-9; discussion 2920-21. [PMID: 19747258 DOI: 10.1111/j.1365-2702.2008.02742.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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