COVID-19 and Nurse Competency and Readiness

McGarity, Tammy; Acker, Katelijne; Baldwin, Sara

doi:10.1097/nnd.0000000000000762

Cited by 3 publications

(2 citation statements)

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“…Analysis of the data indicated that institutional (after graduation) on-the-job instructions and training helped participants feel better prepared. Researchers contend that just-in-time or on-demand education could be an answer to the apparent lack of competencies [36]. However, basic nursing education that nursing students receive should prepare these future RNs to be competent to practice effectively after graduation.…”

Section: Discussionmentioning

confidence: 99%

“…These newly graduated nurses should be better prepared for professional nursing practice. Although nursing is a profession that requires lifelong learning, as well as ongoing formation and development, graduates whose competencies are evaluated early on and on a continuous basis should not need to catch up with just-in-time education [36]. They should be ready to acquire new competencies as healthcare continues to change.…”

Section: Discussionmentioning

confidence: 99%

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Nursing Graduates’ Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education

McGarity

Monahan

Acker

et al. 2023

Behavioral Sciences

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Practice readiness continues to be a challenge in healthcare. This was especially evident during the COVID-19 pandemic. This focused descriptive–correlational study examined nurses’ perceived preparedness for practice during the pandemic. One hundred and eighty-four registered nurses (RN) responded to Qualtrics survey questions addressing the competencies they perceived they had and the competencies they felt they needed that would have better prepared them to care for patients during the COVID-19 pandemic. The results demonstrated that although these nurses felt competent in certain areas, they perceived that they needed more education in those same areas to feel better prepared. Bivariate correlations and linear regression analysis indicated that institutional competency development, education, and work experience influenced perceived competency.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Nursing Graduates’ Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education

McGarity

Monahan

Acker

et al. 2023

Behavioral Sciences

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Comparison of the Achieved and Expected Competence Level of New Graduate Nurses: Two Cross‐Sectional Studies

Wu,

Zhu,

Yan

et al. 2024

Journal of Advanced Nursing

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AimTo explore and compare the self‐perceived competence level of new graduate nurses with the expected competence level that nurse managers believe new graduate nurses should have in general.DesignTwo cross‐sectional empirical studies.MethodsTwo independent cross‐sectional studies were carried out in 12 tertiary hospitals in September 2020 and November 2021, respectively. Participants were 1017 new graduate nurses with less than 2 years of work experience and 306 nurse managers who completed an online survey.ResultsThe score of self‐perceived nursing competence of new graduate nurses was 74.77 ± 14.35, and the expectation of nurse managers was 74.21 ± 15.04. The values of 18 items were significantly different between the two of them (p < 0.05), and there were only three items showed higher expectations of nurse managers than the self‐rated values of new graduate nurses. Results of latent profile analysis revealed that this cohort of new graduate nurses could be divided into three subgroups, named risky competent (11.1%), medium competent (46.0%) and advanced competent (42.9%). When comparing, the nurse managers' expected competence level was between the value of ‘medium competent’ group and ‘advanced competent’ group.ConclusionsOur study adopted a dual perspective comparison of nurse managers and new graduate nurses, which broke through the limitations of the previous single perspective study of new graduate nurses' nursing competence.Implications for the Profession and/or Patient CareThis study highlights the importance of the consistency in new graduate nurses' nursing competence from the perspectives of new graduate nurses and nurse managers.ImpactThis study showed a generally good match of actual nursing competence level of new graduate nurses and the expected level from nurse managers. While there was significant individual heterogeneity in the competence score of new graduate nurses, three subgroups were identified through the individual‐centred analysis of latent profile analysis. Therefore, Nurse managers need to systematically adjust the standardized training programs and teaching methods for new graduate nurses according to the population characteristics and take precise interventions to improve nursing competence of new graduate nurses.Reporting MethodWe adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines.Patient or Public ContributionNo Patient or Public Contribution.

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Common domains of nurses’ competencies in public health emergencies: a scoping review

Guo,

Bian,

et al. 2023

BMC Nurs

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Background A public health emergency can cause large numbers of deaths in a short period, with devastating social, economic and health consequences. Nurses are the main healthcare providers during such emergencies, and their competencies affect the control and outcomes of the situation. Studies on nurses’ competencies in public health emergencies vary between countries and healthcare systems. Therefore, we conducted a scoping review to identify the common domains of nurses’ competencies in public health emergencies worldwide. Methods We searched the PubMed, CINHAL, Scopus, Web of Science, Science Direct, Embase, Cochrane Library, WanFang and ECRI databases from their inception to 2023. All published articles on nurses’ competencies in public health emergencies that were published in English and Chinese were included. We mainly analyzed and synthesized nurses’ competencies, assessment instruments and the training described in the included studies. Results A total of 27 competency domains were identified following an analysis and summary. The most frequently cited domains were communication skills, self-protection skills, basic knowledge of a public health emergency, laws and ethics and the capacity for organizational collaboration. The Disaster Preparedness Evaluation Tool and the Emergency Preparedness Information Questionnaire were the most commonly used tools for assessing competencies. Most training was conducted online and the content that was covered varied by country. Conclusions Given the significant roles and responsibilities of nurses in public health emergencies, knowing the domains of their competencies is essential to evaluating, developing, and conducting clinical training.

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COVID-19 and Nurse Competency and Readiness

Cited by 3 publications

References 7 publications

Nursing Graduates’ Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education

Nursing Graduates’ Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education

Comparison of the Achieved and Expected Competence Level of New Graduate Nurses: Two Cross‐Sectional Studies

Common domains of nurses’ competencies in public health emergencies: a scoping review

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