Development and Evaluation of Korean Nurses’ Core Competency Scale (KNCCS)

Abstract

Purpose: The purpose of this study was to develop and evaluate a Korean Nurses' Core Competency Scale (KNCCS). Methods: This methodological research was conducted over two major steps. The first step involved developing a preliminary 70-item KNCCS based on an extensive literature review and the standards and criteria proposed by the Korean Accreditation of Nursing. The second step involved evaluating validity and reliability of the KNCCS. 528 newly graduated nurses recently employed in nine major hospitals were participated in this research for validation. Results: The final KNCCS consisted of 70 items. The exploratory factor analysis identified five subscales under which each item could be categorized: 1) human understanding and communication skills; 2) professional attitudes; 3) critical thinking and evaluation; 4) general clinical performance; and 5) specific clinical performance. Conclusion: The KNCCS shows good reliability and validity. However, the test of both criterion and construct validity were recommended further.

The Factors That Affect Turnover Intention According to Clinical Experience: A Focus on Organizational Justice and Nursing Core Competency

“…A high score indicates a high degree of nursing core competency. The reliability score, as indicated by Cronbach’s α, was 0.97 at the time of the tool’s initial development by Lee et al [ 29 ] and 0.98 in this study.…”

“…The Korean Nurse’s Core Competency Scale (KNCCS) developed by Lee et al [ 29 ] was used after obtaining permission and receiving the Korean version of the scale from the authors via email. The KNCCS includes 21 questions on understanding of human beings and communication, 13 questions on professional attitudes, 14 questions on critical thinking and evaluation, 13 questions on general clinical performance, and 9 questions on special clinical performance, comprising a total of 70 questions.…”

Preliminary study of outcome‐based clinical practicum for undergraduate nursing students

“…The nurses' core competency scale that had been developed by Lee, Kim, and An () contains 70 items that are categorized into five subscales covering the following topics: (i) human understanding and communication skills; (ii) professional attitudes; (iii) critical thinking skills; (iv) general clinical performance; and (v) specific clinical performance. With consent from the original developers, “nurse” was changed to “nursing student” in the sentence of two items in order to be applicable for the study's purpose.…”

Competencies expected of undergraduate nursing students: A scoping review

“…Privacy and dignity (Brown & Crookes, 2016), Assertiveness and empathy (Serafin et al, 2020), Altruism (Kennedy et al, 2015), Humanistic (Mallory et al, 2003;Torres-Alzate et al, 2020), Human understanding (Lee et al, 2017), Compassionate (Shaw et al, 2018), Service to the public (Sedgwick et al, 2014;Shaw et al, 2018), Professional values (Blažun et al, 2015;Nilsson et al, 2014), Accountability (Black et al, 2008;Hsu & Hsieh, 2013;Kukkonen et al, 2020;Ličen & Plazar, 2015;Lin et al, 2016;Mallory et al, 2003;Perng & Watson, 2013;Sedgwick et al, 2014), Ethics (Andrew et al, 2008;Black et al, 2008;Cowan et al, 2008;Hsu & Hsieh, 2013;Kukkonen et al, 2020;Ličen & Plazar, 2015;Lin et al, 2016;Mallory et al, 2003 Communication (Attallah & Hasan, 2022;Berkow et al, 2008;Brown & Crookes, 2016;Candelaria, 2010;Cowan et al, 2008;Hartigan et al, 2010;Ko & Yu, 2019;Kukkonen et al, 2020;Lee et al, 2017;Ličen & Plazar, 2015;Lin et al, 2016;Lofmark et al, 2006;Mallory et al, 2003;…”