Competency in Nursing Students: A Systematic Review

Abstract

Introduction: Nursing students require highly specialized competencies to accurately determine patients' states and to predict and cope with problems that may occur during nursing care. This study explores the definition, domains, and levels of nursing students' competency. Methods: This study was a systematic review of nursing students' competencies in English (ISI, SCOPUS, Ovid, Proquest, Iranmedex, Google scholar, PubMed) and Persian (Scientific Information Database) databases , according to the University of York Center for Reviewers and Dissemination Guidance approach, 2008. Results: From a total of 13,115 articles, 20 were retrieved in the final step. The individual experiences, dynamic process, and positive interactive social and beneficial changes in the equality of one's professional life that cause meta-cognitive abilities, touch reality, motivation, decision making, job involvement, professional authority, self-confidence, knowledge and professional skills formulated the definition of nursing students' competency. Educational, cultural, individual, professional and inter-professional, research, clinical and practical domains were defined as belonging to nursing students' competency. Seven nursing student competency levels were identified. Conclusion: Although the definitions of competency, its domains, and its levels vary by profession and country, this systematic review demonstrated the comprehensive ones in three scopes. However, more research is needed to examine the three scopes in the nursing student competency concept. Cultural-based CompetencyRacial/ethnic disparities in healthcare [11], Ineffective or lower quality care culturally/linguistically inappropriate [17], Cultural innovations in healthcare system and structure design [7], Interactions between patients and healthcare staff [14], Lack of diversity in healthcare leadership and workforce [9], Cross-cultural communication between healthcare providers and patients [17] Educational-based Competency Reflection [9], Problem solving [7], Blueprinting [35], Problem-based learning approach [7], Scientific approach and critical thinking [2]

The Effect of Problem Based Learning and Self Efficiency for Improving Learning Outcomes in Pshychiatric Nursing Education

“…The goal or desired outcome of any nursing education is to pass a competent nurse who is ready to provide safe and participatory care in an ever-changing and increasingly complex healthcare system. Batool Nehrir, et all says that ....nursing students' competency is the individual experiences, dynamic process, and positive interactive social and beneficial changes in the equality of one's professional life which causes meta-cognitive abilities, touch reality, motivation, decision making, job involvement, professional authority, self-confidence, knowledge and professional skills, in which are included the five factors of "nursing process," "caring," "professionalism," "communities," and "diversity [20]. On the other hand, Hakimzadeh, et all argue that clinical competence is an important outcome in nursing education.…”

Psychometric Properties of the Korean Version of the Tromsø Social Intelligence Scale

“…Social intelligence can be linked to communication, management of resources, collaboration, teamwork, and leadership, which require communicating with people, resolving problems in interpersonal relationships effectively, and determining their own emotional ability [2]. Therefore, this concept should involve core competencies of nursing such as therapeutic communication skill [3], but social intelligence did not get much attention in nursing research.…”

Psychometric properties of self-assessment clinical competency questionnaire in baccalaureate nursing students

“…From an international viewpoint, the Canadian Nurses Association defined continuing competency as the “ongoing ability of a nurse to integrate and apply the knowledge, skills, judgment and personal attributes required to practice safely and ethically in a designated role and setting”( 4 – 7 ). Along with the international outlook, the context-based competency, Nehrir and colleagues in their systematic review paper recognized seven levels for the competence of nursing students in Iranian society from novice to expert ( 8 ). However, consistent with professional competence, clinical competence is very important and is one of the main factors for effective clinical learning.…”