Conceptualizing and determining core clinical competencies in nursing students: a qualitative study

Abstract

Aim This study aimed to conceptualize and explain the core clinical competencies of nursing students in Iran. Background/Introduction Despite the national and international efforts to modify nursing curricula such that the students’ clinical competencies are improved, there is still a widespread concern about this issue, perhaps due to the impact of factors other than the curriculum itself, such as the lack of a clear definition for the concept of clinical competency and its main components in nursing students. Methods This qualitative study was conducted using conventional content analysis. The participants were selected through purposive sampling and included 14 senior students of bachelor of nursing, four nurses working in teaching hospitals and six clinical instructors. Individual semi‐structured interviews were used for data collection. After recording and transcribing the interviews, content analysis was used to extract the concepts. Findings The main theme of the study was ‘multidimensionality of the concept of clinical competency,’ which had six main categories, namely ‘adoption of and adaptation with the nursing practice,’ ‘nursing knowledge,’ ‘self‐direction in clinical learning,’ ‘patient care skills,’ ‘professional ethics’ and ‘the development of professional behaviours.’ Discussion/Conclusion Clinical competency and its dimensions among students comprise a multidimensional concept. Having a clear and comprehensive understanding of this concept and focusing on its core axes may be the most important step in improving students’ clinical competency. Implications for nursing, health and education policy Policymakers and nursing education authorities can identify the problems existing in the students’ clinical competency and provide them with practical solutions for a standard professional education through a clear understanding of the concept of clinical competency and its dimensions.

Perceived professional preparedness and identity among senior nursing students: a latent profile Analysis

“…Compared to the “high perceived professional preparedness” group, the senior nursing students in this group felt that their clinical and evidence-based practice competence was relatively insufficient, which is likely a problem faced by most senior nursing students. Clinical competence is the foundation of nursing practice and is directly related to college education [ 39 ]. In Australia, for example, students begin clinical practice in the first semester after their enrollment, and this hands on practice is well-integrated with theoretical classroom study [ 40 ].…”

Competency in nursing practice: a concept analysis

“…Certain antecedents, such as educational preparation for nurses, should precede to develop and maintain competency in nursing practice 4–6 10 19. Integrating the concept of competency into nursing course syllabi, and conducting educational sessions and training workshops for nursing instructors are important to maintain competent nurses and nursing students 19 24 57. Administrative aid and funding are also crucial to developing and maintaining competency in nursing practice 24 43 44 46 47…”

Pengembangan Instrumen Asesmen Kompetensi Perawat Klinis Berbasis The Six Dimensions Of Clinical Competency Dengan Media Website

“…Solusi yang dikembangkan dalam penelitian ini adalah menyusun instrumen asesmen kompetensi dengan menggunakan konsep the six dimensions of clincal competency dengan media website. Konsep the six dimensions of clincal competency merupakan kompetensi klinis multidimensi yang memberikan gambaran penilaian yang jelas dan komprehensif yang dapat meningkatkan profesionalisme perawat sehingga dapat meningkatkan kinerja perawat (Moradi et al, 2019). Konsep the six dimensions of clincal competency meliputi adopsi dan adaptasi dengan praktik keperawatan, pengetahuan keperawatan, pengarahan diri sendiri dalam pembelajaran klinis, keterampilan merawat pasien, etika profesional dan pengembangan perilaku profesional.…”

“…Konsep ini memastikan bahwa semua aspek yang relevan dengan peran perawat tercakup dalam penilaian ini, sehingga dapat memberikan gambaran yang jelas, lengkap dan akurat tentang kompetensi perawat secara keseluruhan. The six dimensions of clinical competency mengidentifikasi enam dimensi kompetensi klinis yang diperlukan oleh seorang perawat untuk menjadi kompeten secara klinis (Moradi et al, 2019). The six dimensions of clincal competency menjelaskan tentang enam dimensi kategori utama yaitu 1) adopsi dan adaptasi dengan praktik keperawatan, 2) pengetahuan keperawatan, 3) pengarahan diri sendiri dalam pembelajaran klinis, 4) keterampilan merawat pasien, 5) etika profesional dan 6) pengembangan perilaku profesional.…”

“…Sikap sabar dan semangat yang positif terhadap pasien bertujuan untuk menciptakan hubungan yang baik antara perawat, pasien dan keluarga pasien (Moradi et al, 2019).…”