Development of a Nursing Competence Measurement Scale according to Nurse's Clinical Ladder in General Wards

Abstract

This methodological study was done to develop a Nursing Competency Measurement Scale based on the clinical ladders of nurses working in wards. Methods: Thirty clinical experts and 501 ward nurses evaluated the content validity of the scale. A survey using the Nursing Competency Measurement Scale was conducted with 114 nurses to evaluate reliability and applicability of the instrument. Data were analyzed using SPSS/WIN 21.0. Results: A review of the literature identified 13 components of nursing competencies and 30 core nursing competencies based on each of the 4 grade clinical ladders. Cronbach's coefficient for the total was .92. Cronbach ⍺ 's reliabilities of each clinical ⍺ ladder grade were .83 for GradeⅠ, .84 for Grade Ⅱ, .81 for Grade Ⅲ, and .84 for Grade Ⅳ. The Content Validity Index (CVI) of the scale with 120 individual items was 0.976~1.000 for GradeⅠscale, 0.986~1.000 for Grade Ⅱ scale, 0.984~1.000 for Grade scale, and 0.992~1.000 for Grade scale. The expert group nurses Ⅲ Ⅳ ' average degree of nursing competence measured using the scale was 3.38~3.75 out of 4.0. Conclusion: Through this process, 120 final questions were confirmed to represent items of the Nursing Competency Measurement Scale based on clinical grade.

Development and validation of a nursing professionalism evaluation model in a career ladder system

“…While investing in various physical resources and facilities is an important practice, securing and managing excellent human resources has emerged as the most critical factor for achieving such goals. Nurses constitute the largest portion of the professional staff at medical institutions and continuous effort is required to promote competency in the nursing profession to meet the elevated expectations related to cost-effectiveness, high-quality nursing services, and the societal demands placed on nurses [1]. Professionalism is an important feature of the work, which is determined by three attributes: cognitive, attitudinal, and psychomotor [2].…”

Identification and exploration of nursing competencies required for newly graduated nurses in Korea​​​​​​​

“…Nursing competencies are mainly employed for two purposes in practice: workforce management and ongoing professional development. The nursing workforce is the major human resource in the healthcare system (World Health Organization, 2016a) so it is imperative to identify which competencies are required in specific practice areas in order to improve nursing retention, job satisfaction, and safe and quality care (Ha & Choi, 2010;Numminen et al, 2015;Park & Kim, 2014;Scott et al, 2014). For example, previous studies in the practice context have focused on developing specialised or advanced nursing competencies for workforce management, such as competencies for emergency nurses (de Holanda et al, 2015;Sue Hoyt et al, 2010), intensive care nurses (DeGrande et al, 2018;Lakanmaa et al, 2012), mental health nurses (Wheeler & Haber, 2004), or infection control nurses (Carrico et al, 2008).…”

“…In Korean nursing practice, aside from its importance to patient safety and quality of care, competence also plays a pivotal role in nurses' job satisfaction, and nursing retention and performance (Ha & Choi, 2010;Kim & Eo, 2013;Park & Kim, 2014). Several Korean studies use the term "nursing competence" interchangeably with "job performance", "job analysis" and "clinical competency" in the practice context (Byeon et al, 2003;Jang, 2009;Kang et al, 2001).…”

“…Several Korean studies use the term "nursing competence" interchangeably with "job performance", "job analysis" and "clinical competency" in the practice context (Byeon et al, 2003;Jang, 2009;Kang et al, 2001). As a result, Korean healthcare employers only assessed nursing competencies in a small area such as clinical skills and job performance appraisals Kang et al, 2008;Park & Kim, 2014;Sung & Jeong, 2006). Although some consider it is still debatable, nursing has become recognised as a profession (World Health Organization, 2009), and competencies for a professional nurse need to be investigated, including clinical skills, interpersonal skills, lifelong learning, and professionalism (Epstein & Hundert, 2002).…”

“…Additionally, some studies have attempted to identify comprehensive nursing competencies for nurses in Korea (Jang, 2009;Park & Kim, 2014). For instance, Park and Kim (2014) developed a nursing competency measurement scale based on the clinical career development model developed by . They identified 30 competency criteria within four competency areas: scientific nursing competency, ethical nursing competency, personal nursing competency and aesthetic nursing competency.…”