Clinical competence assessment in nursing: a systematic review of the literature

Watson, Roger; Stimpson, Anne; Topping, Annie; Porock, Davina

doi:10.1046/j.1365-2648.2002.02307.x

Cited by 442 publications

(393 citation statements)

References 85 publications

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“…Watson et al, (2002) suggest that competence is a nebulous concept defined in deferent ways by different people. Its relationship with other concepts such as capability, performance, proficiency and expertise make it even more difficult to define.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

Katowa-Mukwato¹,

Mwape²,

Kabinga-Makukula³

et al. 2013

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Objective Structured Clinical Examination (OSCE) as a performance-based assessment method is a well established student assessment tool. Its popularity in the assessment of clinical competence is well documented and prominent in situations where reliability and content validity are fundamental. In this paper, we describe the implementation of OSCE in the Department of Nursing Sciences; University of Zambia for assessment of nursing students' clinical competencies. The implementation process followed an eight step-approach from which several lessons were drawn and implications were generated. Major lessons included the need for adequate preparation of faculty and students, which is a fundamental ingredient to ensure reliability of the examination, and in minimizing stress and anxiety respectively. Following the implementation we acknowledged that OSCEs are suitable for testing clinical, technical and practical skills which may not be adequately assessed through traditional assessment methods as they possess the ability to improve the validity and reliability of assessments. Nevertheless, careful consideration should be taken to avoid entirely relying on OSCE as the only means of assessing clinical competencies.

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Section: Introductionmentioning

confidence: 99%

Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

Katowa-Mukwato¹,

Mwape²,

Kabinga-Makukula³

et al. 2013

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“…Watson et al indicated reliability (the degree to which an instrument measures consistently) and validity (the degree to which an instrument measures the construct) are basic topic in the use of measurement and should be applied strictly to the measurement of practice competence [26]. This study demonstrated the internal consistency and validity was acceptable and overall questionnaires possessed good internal consistency and reliability.…”

Section: Discussionmentioning

confidence: 58%

“…In addition, the second domain in this study is "practice competence evaluation", Rubaish and Klein showed that the content of practice learning evaluations should possess the following characteristics: correlate with the program goals, an objective evaluation method, and content that attract student interest [24,25]. Watson et al also mentioned diverse of circumstances are created that obstruct the objective evaluation of students' performance [26]. Therefore, practice competence based evaluation could offer objective reference message to modify nursing curriculum.…”

Section: Discussionmentioning

confidence: 99%

Confirmatory Study for Developing the Construction of Core Competencies of Nursing Practice

Chang¹

2014

Journal of Nursing & Care

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Aims: The purpose of this study was to develop an evaluation tool for establishing the core competencies of nursing practice programs. The construct validity of the questionnaire design was subsequently analyzed.Methods: A total of 660 graduating nursing students were recruited. This study included the following four stages: formulation of the questionnaire content; establishing expert validity; pilot test for exploratory factor analysis; and conducting confirmatory factor analysis for confirming factor structure. Results:After conducting exploratory factor analysis, the following two domains were identified: "advancement of practice competence" and "practice competence evaluation". Additionally, the analysis results for both structures showed a factor loading of 57%. Conclusion:The results of this study can be used to evaluate the performance of core competencies in nursing practice programs for prospective graduates.

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“…El trabajar desde el enfoque de competencias se constituye en una estrategia pedagógica, que lleva a potenciar tanto los procesos académicos como la formación del profesional 9 . Es por ello, que evaluar implica una visión global que incluye la mirada de los actores que intervienen.…”

Section: Discussionunclassified

Evaluación de las competencias clínicas en estudiantes de enfermería

et al. 2016

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Introducción:Los nuevos modelos apuntan a incluir la autoevaluación como un método que permite a los estudiantes conocer sus progresos y reflexionar en torno a su rendimiento. El objetivo fue evaluar el nivel de cumplimiento y el alcance de las competencias de la asignatura “Cuidado de familia, gestante y recién nacido”. Materiales y Métodos: Estudio de corte transversal, en 41 estudiantes. Se diseñó un instrumento con 19 competencias. Los estudiantes expresaban si las habían alcanzado y en qué nivel, en una escala de 1 a 5. Las notas obtenidas en las rotaciones fueron correlacionadas. Resultados: La competencia Aplica el proceso de enfermería en situaciones de bienestar y riesgo durante el puerperio a la mujer y familia en etapa de crianza, fue alcanzada en 100%, con un nivel de cumplimiento de 3,65 (0,44). La rotación de Alto Riesgo Obstétrico obtuvo un nivel de cumplimiento de 3,82 (IC 95%: 3,63-4,01). No hubo diferencias entre rotaciones (p=0,416) ni en los niveles de cumplimiento (p=0,3180). La correlación de Spearman entre el nivel de cumplimiento del estudiante y las notas otorgadas por el docente fue baja en sala de partos y muy baja alto riesgo obstétrico y puerperio, sin significancia estadística. Discusión: Los resultados de este estudio son una aproximanción de cómo los estudiantes están percibiendo el logro de las competencias y una forma de retroalimentar el proceso de formación. Otros estudios también concuerdan en la importancia del punto de vista del estudiante en el alcance de competencias. Conclusiones: El cumplimiento de las competencias en Proceso de Enfermería para el IV nivel es superior a 3,7.Cómo citar este artículo: Parra DI, Tiga DC, Domínguez CC, Navas J. Evaluación de las competencias clínicas en estudiantes de enfermería. Rev Cuid. 2016; 7(2): 1271-8. <a href="http://dx.doi.org/10.15649/cuidarte.v7i2.322">http://dx.doi.org/10.15649/cuidarte.v7i2.322</a>

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Clinical competence assessment in nursing: a systematic review of the literature

Abstract: 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.

Cited by 442 publications

References 85 publications

Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

Confirmatory Study for Developing the Construction of Core Competencies of Nursing Practice

Evaluación de las competencias clínicas en estudiantes de enfermería

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