Design of a Competency Evaluation Model for Clinical Nursing Practicum, Based on Standardized Language Systems: Psychometric Validation Study

Iglesias-Parra, RN Maria Rosa; García-Guerrero, RN Alfonso; MSc, RN Silvia García-Mayor; Kaknani‐Uttumchandani, Shakira; MSc, RN Álvaro León-Campos; Morales-Asencio, José Miguel

doi:10.1111/jnu.12140

Cited by 12 publications

(15 citation statements)

References 20 publications

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“…Multidimensional approaches in nursing assessment should be based on a number of differing assessments methods [1]. It should be the combination of knowledge, critical thinking, caring and communication [1,7,30], problem-solving, and reflection [36]. Holistic assessment was found to encourage students to be more person-centered [37], rather than purely task-oriented [32].…”

Section: Discussionmentioning

confidence: 99%

“…More psychometric testing is needed to address current deficits [34]. Iglesias-Parra et al [30] developed an evaluation system of clinical competencies for the practicum of nursing students based on the Nursing Interventions Classification (NIC). They have prepared a list of 73 NIC interventions that were associated with each of the 26 competencies in nine domains.…”

Section: %mentioning

confidence: 99%

“…The MMAT score was very high (100%). The assessment tool represents a multidimensional approach in formative and combined assessing [30].…”

Section: %mentioning

confidence: 99%

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Assessment of Clinical Nursing Competencies: Literature Review

Reljić¹,

Lorber²,

Vrbnjak³

et al. 2017

Teaching and Learning in Nursing

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Introduction: In Slovene nursing higher education, there is a lack of empirical evidence to support the choice of tolls for assessment of clinical skills and competencies. This literature review aims to critically discuss identified methods of clinical nursing skills assessment and competencies currently used in nursing higher education in other countries.Methods: An electronic data base search was conducted using Medline, CINAHL, and PubMed. The search was limited to empirical research published within the previous 5 years. Full-text available articles published in peer-reviewed journals and written in English were included. The Mixed Methods Appraisal Tool (MMAT) was used to appraise and describe the methodological quality. The synthesis of the results was reported narratively.Results: From 160 identified records, 12 studies were retained based on the inclusion and exclusion criteria. A number of approaches are currently being used and include a variety of assessment tools, objective structured clinical examinations (OSCEs), and complex assessment approaches. Discussion and conclusion:Results present an overview of current clinical assessment in the clinical environment and in the clinical skills laboratories (CSLs). There is a need to develop a holistic approach to clinical skills competency assessment with a reasonable level of validity and reliability.

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Section: Discussionmentioning

confidence: 99%

Section: %mentioning

confidence: 99%

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Assessment of Clinical Nursing Competencies: Literature Review

Reljić¹,

Lorber²,

Vrbnjak³

et al. 2017

Teaching and Learning in Nursing

View full text Add to dashboard Cite

show abstract

“…In Europe, higher education is usually standardised though the Bologna Process [ 2 , 3 ]. This challenge of homogenising the teaching-learning procedures involves the use of a common language, which has resulted in the proposition of contents and tools from different disciplines to respond to such a goal [ 4 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

Rubric for the evaluation of competencies in traumatology in the Degree of Physiotherapy: Delphi approach

et al. 2021

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Background In health professions, the curriculum that must be met in order to obtain the academic certificate is based on the development of the so-called competencies. The broad content of the Practicum of the Degree of Physiotherapy has led to the creation of multiple types of evaluation, which makes it difficult for faculty members to reach a consensus on competencies. The aim of this study was to develop and validate content of a rubric for the evaluation of acquired competencies related to physiotherapeutic performance and intervention in traumatology within the Practicum of the Degree of Physiotherapy. Methods Following the Delphi methodology, a group of experts from all over the Spanish territory participated in the study. Through on-line questionnaires, several sequential rounds were established, alternated by controlled feedback until obtaining a consensus in the opinion of the experts, which allowed elaborating the final rubric. Results Initially, 16 experts were contacted, of whom 10 worked and completed the final content of the rubric. For the 3 rounds that were conducted, the initial 142 interventions of the initial proposition, which correspond to specific competencies, were reduced to the final 29 items that compose the specific evaluation rubric presented in this study. Conclusions This rubric is an evaluation instrument with valid content for the assessment of specific competencies of Traumatology in the Practicum of the Degree of Physiotherapy.

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“…At this level the nurse resident does not have clinical judgement or clinical reasoning and has limited understanding of the context (environment) of actual nursing practice. During the previous 'novice' stage, the nursing tasks are broken down into steps so the nursing skill can be performed competently (Iglesias-Parra, et al, 2015). The nurse resident gains clinical experiences through their actual practice and peer-sharing in the NRP.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Improving Clinical Reasoning in Nurse Residents: Evaluation of a Resident Facilitator Model in a Nurse Residency Program

Bragg¹

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Clinical reasoning, a key component of knowledge development for new nurses, is a practicebased, situated form of reasoning that requires general case knowledge, basic scientific and evidence-based knowledge of patient care. Within Benner's Novice to Expert framework, a quasi-experimental study with a matched pairs, pre-and post-test design, was conducted using a commercially available web-based instrument validated for measuring clinical reasoning in health care providers (Insight Assessment's Health Science Reasoning Test-Numeracy). The study evaluated the nurse resident's clinical reasoning skills in an established academic medical center's nurse residency program. This followed the pilot of a four-session resident facilitation model using Socratic questioning, case studies, peer-discussion and self-reflection compared with the standard lecture model. No statistical significance between the intervention and control cohort was found on the overall clinical reasoning score (t=-.661 df (43), p=0.512> 0.05). However a statistically significant difference was noted on the sublevel category of explanation for the control group which could not be explained by this project (t=-2.043, df (43), p=0.047<0.05). This suggests the need for further studies to better understand the expected levels of clinical reasoning and impact of education delivery models within a nurse residency program curriculum.

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Design of a Competency Evaluation Model for Clinical Nursing Practicum, Based on Standardized Language Systems: Psychometric Validation Study

Abstract: The availability of standardized language systems in the nursing discipline supposes an ideal framework to develop the nursing curricula.

Cited by 12 publications

References 20 publications

Assessment of Clinical Nursing Competencies: Literature Review

Assessment of Clinical Nursing Competencies: Literature Review

Rubric for the evaluation of competencies in traumatology in the Degree of Physiotherapy: Delphi approach

Improving Clinical Reasoning in Nurse Residents: Evaluation of a Resident Facilitator Model in a Nurse Residency Program

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