Survey on specific nursing competences: Students' perceptions
TL;DR: Assessment of students' perspectives about competences, defined by the Tuning project, they acquired and developed since enrolment in the undergraduate nursing study programme found that students felt less competent in leadership, management, and team competences.
About: This article is published in Nurse Education in Practice.The article was published on 2015-09-01. It has received 17 citations till now. The article focuses on the topics: Nurse education & Curriculum.
Citations
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TL;DR: The value of Nurse Competence Scale has been confirmed in determining relationships between background variables and competence and cross-cultural validation must be continued using rigorous methods.
Abstract: Aim
The aim of this study was to report a systematic and psychometric review.
Background
The Nurse Competence Scale is currently the most widely used generic instrument to measure Registered Nurses’ competence in different phases of their careers. Based on a decade of research, this review provides a summary of the existing evidence.
Design
A systematic literature review of research evidence and psychometric properties.
Data sources
Nine databases from 2004 - October 2015.
Review methods
We retrieved scientific publications in English and Finnish. Two researchers performed data selection and appraised the methodological quality using the COnsensus-based Standards for the selection of health status Measurement INstruments checklist.
Results
A total of 30 studies reported in 43 publications were included. These consisted of over 11,000 competence assessments. Twenty studies were from Europe and 10 from outside Europe. In addition to experienced nurses, the Nurse Competence Scale has been used for the competence assessment of newly graduated nurses and nursing students, mainly in hospital settings. Length of work experience, age, higher education, permanent employment and participation in educational programmes correlated positively with competence. Variables including empowerment, commitment, practice environment, quality of care and critical thinking were also associated with higher competence. The Nurse Competence Scale has demonstrated good content validity and appropriate internal consistency.
Conclusion
The value of Nurse Competence Scale has been confirmed in determining relationships between background variables and competence. The instrument has been widely used with experienced and newly graduated nurses and their managers. Cross-cultural validation must be continued using rigorous methods.
129 citations
TL;DR: The results of this study can be applied by nursing educators and hospital decision makers to ensure NGNs are able to use their competencies and to smoothen the transition period between the academic and clinical settings.
24 citations
TL;DR: CC is a continuous process of obtaining knowledge, values, and attitudes, and skills such as critical thinking skills that brings creativity and innovation in nursing practice.
22 citations
TL;DR: Based on the domains of professional competence in nursing obtained from this study, an appropriate instrument can be developed to assess professional Competence in nursing for students and nurses.
Abstract: Objectives: Nurses, as the largest group providing health care services, play a critical role in the continuity of care and respond to services commensurate with their competence. Professional competence in nursing is a complex and ambiguous concept and needs the redefinition of competence and development of its definition and concept. In this study, we aimed to conceptually analyze professional competence in nursing. Methods: In this study, a hybrid concept analysis was used. In the literature review phase, the concept of ‘competence’ was investigated through valid databases limited to 2000 - 2018 and the participants’ experiences also appeared in the fieldwork phase. In the fieldwork phase, the participants revealed some aspects of professional competence in nursing, which were not well-addressed in the literature. Finally, the comprehensive definition of professional competence in nursing was presented after integrating the findings obtained in these two phases. Results: According to the findings, professional competence in nursing is a combined, complex, multidimensional, and context-dependent concept, and consists of different domains. Based on the analysis results of the fieldwork phase, this concept was classified into 16 domains and the participants largely contributed to the provision of a comprehensive definition based on the definitions of professional competence presented in the literature. Conclusions: Based on the domains of professional competence in nursing obtained from this study, an appropriate instrument can be developed to assess professional competence in nursing for students and nurses.
15 citations
TL;DR: Evaluating how nurse graduates view the quality, relevance and applicability of the knowledge and skills acquired during the Master of Science in Nursing (MSN) degree in Italy finds that MSN courses are able to provide a high level of skills and competencies.
15 citations
References
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2,784 citations
01 Jan 2003
Abstract: The Bologna Declaration The Bologna Declaration of June 1999 calls for the establishment by 2010 of a coherent, compatible and competitive European Higher Educatio n Area, attractive for European students and for students and scholars from other c ontinents. The European Education Ministers identified six action lines in Bologna an d they have added three more in Prague in May 2001 and one more in Berlin in September 2003:
863 citations
TL;DR: The assessment of clinical competence remains almost universally accepted in the nurse education literature as a laudable pursuit yet there are aspects of it that remain at odds with the higher education of nurses.
Abstract: Background. The assessment of clinical competence has returned to centre stage of nurse education. However, there is little evidence to support the use of clinical competence and a wide variety of methods for its use. Research question. The present study was designed to investigate the evidence for the use of clinical competence assessment in nursing. Design. A review using systematic methods of literature pertaining to clinical competence in nursing was conducted using defined dates, databases and search terms. Results. There is still considerable confusion about the definition of clinical competence and most of the methods in use to define or measure competence have not been developed systematically and issues of reliability and validity have barely been addressed. Conclusion. The assessment of clinical competence remains almost universally accepted in the nurse education literature as a laudable pursuit yet there are aspects of it that remain at odds with the higher education of nurses.
563 citations
"Survey on specific nursing competen..." refers background in this paper
...However, there is still considerable confusion about the definition of clinical competence and most of the methods in use for defining or measuring competences that have not been developed systematically, and issues of reliability and validity that have barely been addressed (Watson et al., 2002). The second paradigm introduced by Tzeng (2003) was based on nurses' self-assessments of their own nursing competences....
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...However, there is still considerable confusion about the definition of clinical competence and most of the methods in use for defining or measuring competences that have not been developed systematically, and issues of reliability and validity that have barely been addressed (Watson et al., 2002)....
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TL;DR: A significant volume of literature relating to the acceptability and definition of the concept of competence with regard to nursing practice is synthesised and problems inherent to the definition and utilisation of the idea are discussed.
381 citations