Assessment of graduates and diplomates in practice in the UK – are we measuring the same level of competence?

Abstract

Summary· With the recent proliferation in nursing degree programmes over the last 10 years and a suggestion that nursing moves towards an all-graduate profession, the profession as well as the consumer needs to be sure that they are getting value added' with this`higher level' practitioner.· This paper revisits the debate on the meaning of competence in relation to ®tness for practice.· In particular it examines the expectations of the profession of newly registered practitioners at both diploma and degree levels of practice.· It questions whether there is a difference in their level of competence at point of registration and whether it is possible to measure it.· The paper presents a re¯ective approach to promoting ideas already emerging from the literature in relation to this measurement.· It suggests a more effective use of students' portfolios of evidence against stated learning outcomes as well as their speci®c achievements in a range of transferable skills.· A partnership approach between student, practitioner/assessor and academic could usefully share responsibilities of the assessment of competence and ultimately empower the individual for their life-long learning.

A competency based educational programme for research nurses: An Italian experience

“…This integration into practice and use of critical analytical thinking, is a vital component for the research nurse dealing with complex issues and problems in clinical trials. Girot [26] suggested professional education should be focused in the development of critical analytical skills, which help to prepare them to respond more readily to change. By including knowledge and understanding in the performance of work tasks, the intention was to provide a more holistic approach to nursing care.…”

Development of a Nursing Competency Assessment Tool: A Pilot Study inside the Department of Pediatric Intensive Care

“…Currently, inside healthcare organizations a structured monitoring and differentiation system of competences is absent. However, inside these organizations, there is not a well-structured system of monitoring and differentiation of competence related with the educational background and work experience (Girot, 2000;Dellai et al, 2009).…”

Use of a National Clinical Final Examination in a Bachelor’s Programme in Nursing to Assess Clinical Competence—Students’, Lecturers’ and Nurses’ Perceptions

“…These assessment should reveal different aspects of clinical competence, such as clinical/technical skills [20]- [22], critical thinking ability [23]- [25], leadership skills [26], and self-esteem [27]. It is recommended that the competence of nursing students should be accessed through direct observation of practice [28].…”