Development and psychometric evaluation of the competency inventory for nursing students: A learning outcome perspective

Hsu, Li‐Ling; Hsieh, Suh-Ing

doi:10.1016/j.nedt.2012.05.028

Cited by 69 publications

(77 citation statements)

References 31 publications

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“…Eliminating those items with a low CVI could therefore be detrimental to the whole OSCE essential nursing skill and presents a challenge to nurse educators. On the other hand, CVI is widely used for developing diferent methodological researching tools [21][22][23][24][25].…”

Section: Discussionmentioning

confidence: 99%

Using Content Validity for the Development of Objective Structured Clinical Examination Checklists in a Slovenian Undergraduate Nursing Program

Fijačko¹,

Fekonja²,

Denny³

et al. 2017

Teaching and Learning in Nursing

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Introduction: The objective structured clinical examination (OSCE) has been adopted by many universities for the assessment of healthcare competencies and as a formative teaching tool in both undergraduate and postgraduate nursing education programs. This pilot study evaluates the validity of OSCE checklists to be used in irst-year undergraduate nurse practice education. Methods:The study involved two interconnected methodological phases. In phase one, the degree of complexity phase, essential nursing skills were estimated by a 10-point scale. In phase two, the content validity index phase, the most complex essential nursing skills in nursing were estimated by a four-point scale for analyzing content validity for each item.Results: Nursing educators from the University of Maribor in Slovenia systematically selected and evaluated 6 out of 72 essential nursing skills for developing OSCE checklists. Peripheral cannula insertion was estimated as a skill of "very high complexity" and was used to estimate the content validity index (CVI). For peripheral cannula insertion, it was found that the item-level content validity index for 39 items was ranging from 0.82 to 1.00, which is considered as good content validity evidence. Discussion and conclusions:Findings from the CVI analysis are promising for developing standardized checklists for OSCE and look promising for further research using OSCE as an assessment modality.

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Section: Discussionmentioning

confidence: 99%

Using Content Validity for the Development of Objective Structured Clinical Examination Checklists in a Slovenian Undergraduate Nursing Program

Fijačko¹,

Fekonja²,

Denny³

et al. 2017

Teaching and Learning in Nursing

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“…Hsu and Hsieh [21] developed an instrument known as the Competency Inventory of Nursing Students (CINSs) for measuring nursing students' competencies and testing psychometric qualities of baccalaureate nursing students in Taiwan. They used a cross-sectional survey Development of an instrument using the social constructivist process followed by an assessmentFocus group of 5 students and 80 nurses from clinical settings.…”

Section: Assessment Toolsmentioning

confidence: 99%

“…The OSCE, however, is not the only assessment tool used in nursing education. There are numbers of different scales for assessing student's competencies and psychometric properties [21][22][23]. This literature reviews, therefore, set out to identify and critically analyze current methods of clinical nursing skills assessment and competencies used in nursing higher education in other countries with regard to developing a comprehensive and effective method for assessing clinical competency in Slovene nursing higher education.…”

Section: Introductionmentioning

confidence: 99%

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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“…In the field of nursing, one may also talk about differences between the healthcare level and required competences. Our study combines competences and eight employability skills, which were classified by Robinson (2000), European Commission (2011), Nurse of the Future Competency Committee (2010), Lee-Hsieh, Kao, Kuo and Tseng (2003), Hsu and Hsieh (2013) and Liptak (2010). These include performing professional nursing, innovativeness, team work, life-long learning, technological knowledge, work organisation, productivity and communication.…”

Section: Competences Needed For Graduates' Transition To the Labour Mmentioning

confidence: 99%

“…al, 2008;TUNING, 2012 Hsu & Hsieh (2013), Liptak (2010), Official Journal of the EU (2013). We named them: performing professional nursing, innovativeness, team work, life-long learning, technology knowledge, work organization, productivity, and communication.…”

Section: Instrumentationmentioning

confidence: 99%

Employability of Nursing Care Graduates

2015

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Starting points: In Slovenia, the higher education institution for nursing started exploring employability opportunities in nursing care in connection with the achievement of competencies from students' and employers' point of view. This article highlights the importance of monitoring nursing graduates' employability. Its aim is to examine the employability of nursing care graduates based on the self-evaluation of competences obtained during the last study year and to establish a link between the self-evaluation of competences and students' academic performance. Methodology: A questionnaire was distributed to full and part time nursing care students attending the last study year at five different healthcare/health sciences faculties in Slovenia and to employers (healthcare institutions) where the majority of nursing care graduates finds employment. We examined the level of competence achieved by nursing students and the level of competences required by employers. The sample included a total of 485 students. 194 surveys were returned, which represent a 40 percent response. We used Kolmogorov-Smirnov test for each individual joined competence. Further, we compared employability skills of students and employers with Mann-Whitney and Wilcox rank-sum test. For correlation between two variables we used Spearman correlation analysis. Results: The Mann-Whitney and Wilkson Rank test show that employers generally assess competences with a higher average grade in comparison to students and these differences are statistically significant. By applying the Spearman correlation analysis, we established that a statistically significant weak correlation may be observed between the "average grade" and "competences" variables. Discussion and conclusion: Our findings show that a continuous monitoring of general and subject-specific competences gained by students, along with a periodic verification of competences demanded by employers, is necessary. It is very important to monitor the requirements of the labour market in terms of ongoing communication with employers who can best estimate special knowledge needs.

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Development and psychometric evaluation of the competency inventory for nursing students: A learning outcome perspective

Cited by 69 publications

References 31 publications

Using Content Validity for the Development of Objective Structured Clinical Examination Checklists in a Slovenian Undergraduate Nursing Program

Using Content Validity for the Development of Objective Structured Clinical Examination Checklists in a Slovenian Undergraduate Nursing Program

Assessment of Clinical Nursing Competencies: Literature Review

Employability of Nursing Care Graduates

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