Mind the gap: Quantifying the performance gap between observed and required clinical competencies in undergraduate nursing students

Pijl-Zieber, Em M.; Barton, Sylvia; Awosoga, Olu; Caine, Vera

doi:10.1016/j.nedt.2013.09.017

Cited by 8 publications

(5 citation statements)

References 15 publications

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“…The main purpose of the different domains of nursing students' competency is proper, correct, and exact use of knowledge and skills and the ability to apply the three basic factors of care management, care providing, and achieving and demonstrating a professional identity in different academic and clinical settings (Figure 12). This is congruent with the declaration that competency represents the integration of knowledge, skills, values, and attitudes [42,43].…”

Section: Discussionsupporting

confidence: 79%

“…In the English language, the terms competence and competency are often used interchangeably. The term 'competency' should strictly be used for a "skill" itself, while competence is "the ability to perform that skill and the attribute of the performer" [42,43]. In this study, nursing students' competency was clearly defined, and 6 domains with 12 subdomains of nursing student's competency were identified ( Figure 2).…”

Section: Discussionmentioning

confidence: 87%

“…In the assessment and measurement area, it is necessary to note that competency is difficult, perhaps impossible, to measure [44]. It is also problematic to determine at what level of performance a student should be deemed competent [42,43]. In this study, however, seven levels were identified for overcoming the problems in different clinical and academic settings.…”

Section: Discussionmentioning

confidence: 96%

“…In this study, the researchers sought to define and describe the definition, domains, and levels of nursing students' competency in light of previous studies using the systematic review approach. Definitions of competence vary by profession and country [42,43], and many of the studies reviewed offered no clear or coherent definition or description of the mentioned concepts (Table 1). In the English language, the terms competence and competency are often used interchangeably.…”

Section: Discussionmentioning

confidence: 99%

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Competency in Nursing Students: A Systematic Review

Nehrir

Vanaki

Nouri

et al. 2016

ijtmgh

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Introduction: Nursing students require highly specialized competencies to accurately determine patients' states and to predict and cope with problems that may occur during nursing care. This study explores the definition, domains, and levels of nursing students' competency. Methods: This study was a systematic review of nursing students' competencies in English (ISI, SCOPUS, Ovid, Proquest, Iranmedex, Google scholar, PubMed) and Persian (Scientific Information Database) databases , according to the University of York Center for Reviewers and Dissemination Guidance approach, 2008. Results: From a total of 13,115 articles, 20 were retrieved in the final step. The individual experiences, dynamic process, and positive interactive social and beneficial changes in the equality of one's professional life that cause meta-cognitive abilities, touch reality, motivation, decision making, job involvement, professional authority, self-confidence, knowledge and professional skills formulated the definition of nursing students' competency. Educational, cultural, individual, professional and inter-professional, research, clinical and practical domains were defined as belonging to nursing students' competency. Seven nursing student competency levels were identified. Conclusion: Although the definitions of competency, its domains, and its levels vary by profession and country, this systematic review demonstrated the comprehensive ones in three scopes. However, more research is needed to examine the three scopes in the nursing student competency concept. Cultural-based CompetencyRacial/ethnic disparities in healthcare [11], Ineffective or lower quality care culturally/linguistically inappropriate [17], Cultural innovations in healthcare system and structure design [7], Interactions between patients and healthcare staff [14], Lack of diversity in healthcare leadership and workforce [9], Cross-cultural communication between healthcare providers and patients [17] Educational-based Competency Reflection [9], Problem solving [7], Blueprinting [35], Problem-based learning approach [7], Scientific approach and critical thinking [2]

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

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Competency in Nursing Students: A Systematic Review

Nehrir

Vanaki

Nouri

et al. 2016

ijtmgh

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“…Competence refers to “the ability to perform a skill and the attribute of the performer” (Pijl‐Zieber, Barton, Konkin, Awosoga, & Caine, , ), while clinical competence is the ability to solve complex problems using a combination of knowledge, attitudes, and practical skills (Mohamadirizi et al, ).…”

Section: Introductionmentioning

confidence: 99%

Testing general self‐efficacy, perceived competence, resilience, and stress among nursing students: An integrator evaluation

Gómara

Miguél

Elguea

et al. 2020

Nursing & Health Sciences

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The purpose of this study was to develop a predictive model for perceived competence and to obtain an integrator evaluation of the nursing curriculum with measures of nursing self‐efficacy, general self‐efficacy, resilience, and stress among nursing students. A correlational study with nursing students (N = 265) from the degree in nursing was conducted. A factor analysis was used to test the construct validity of nursing self‐efficacy and perceived competence. The correlational and discriminant analyses evaluated the factors in the four academic levels of the degree (2016–2017) to identify the variables involved in the classification of the students in each level. The results of exploratory and confirmatory factor analyses of nursing self‐efficacy and perceived competence revealed a statistically significant good fit and consistency. Nursing self‐efficacy, general self‐efficacy, resilience, and year of the degree course predicted 34% of perceived competence scores. The discriminant function of nursing self‐efficacy, perceived competence, and resilience classified 76% of participants in the first and last years of the degree. Nursing self‐efficacy, perceived competence, and resilience increased with academic level. They help chart nursing students' progress through the curriculum.

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