Operating theatre nurses’ self‐reported clinical competence in perioperative nursing: A mixed method study

Blomberg, Ann-Catrin; Lindwall, Lillemor; Bisholt, Birgitta

doi:10.1002/nop2.352

Cited by 33 publications

(42 citation statements)

References 29 publications

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“…Previous research has demonstrated that nurse competence differs depending on length of work experience [30,41], and frequency of using these experiences [42], which has been found to explain up to 40% of variance in self-assessed competence among newly graduated nurses [43]. Furthermore, higher academic degree has been connected to higher self-assessed competence among RNs in postgraduate programmes [21], and among operating theatre nurses [44]. According to Aiken et al (2014), RNs with an academic degree are associated with improved patient outcomes [6].…”

Section: Discussionmentioning

confidence: 99%

Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey

et al. 2020

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Background: Professional competence and continuous professional development is essential for ensuring high quality and safe nursing care, and it might be important for motivating nurses to stay in the profession. Thus, there is a need to identify the developmental process of nursing competency. Assessment of competence and need for further training helps to identify areas for quality improvement, and to design interventions in order to facilitate continuous competence development in different work contexts. The current study aimed to 1) describe registered nurses' self-assessment of clinical competence as well as the need for further training, and 2) explore possible differences between registered nurses with varying lengths of professional experience as a nurse (≤ 0,5 year, > 0,5-5 years, and ≥ 6 years). Methods: A cross-sectional survey design was applied, using the Professional Nurse Self-Assessment Scale of clinical core competencies II. Registered nurses (n = 266) working in medical and surgical contexts in hospitals in Sweden responded (response rate 51%). Independent student t-test and analysis of variance were carried out. Results: Registered nurses assessed their competence highest in statements related to cooperation with other health professionals; taking full responsibility for own activities; and acting ethically when caring for patients. They assessed their need for further training most for statements related to assessing patients' health needs by telephone; giving health promotion advice and recommendations to patients by telephone; as well as improving a creative learning environment for staff at the workplace. For self-assessed competence and need for further training, differences between the groups for 35 and 46 items respectively, out of 50 were statistically significant. Conclusions: Although the registered nurses assessed their competence high for important competence components expected of professionals such as cooperation with other healthcare professionals, it is problematic that knowledge of interactions and side-effects of different types of medication were reported as having the highest need of training. Longitudinal follow up of newly graduated nurses regarding their continuous development of competence as well as further training is needed.

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Section: Discussionmentioning

confidence: 99%

Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey

et al. 2020

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“…Blomberg et al investigated 303 Norwegian operating theatre nurses and reported that nurses had high levels of ethical decision-making, clinical leadership and cooperation and consultation, while their competences in direct clinical practice, professional development and critical thinking were modest. 29 Wu et al undertook a nationwide survey including 11,337 Chinese nurses from 92 tertiary hospitals and found that 81.13% of nurses had high clinical competence. 30 The differences in the scores of core competence and its metrics may be caused by varying specialty settings and hospitals.…”

Section: Discussionmentioning

confidence: 99%

Influence of Core Competence on Voice Behavior of Clinical Nurses: A Multicenter Cross-Sectional Study

Guo¹,

Wang²,

Plummer³

et al. 2021

PRBM

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Background Voice behavior, referred to as a positive guarantee for organizational development, is influenced by several kinds of individual, collective and organizational features. However, the impact of individual competence on voice behavior is unclear. The aim of the present study was to investigate the status quo of core competence and voice behavior of clinical nurses and explore the impact of core competence on nurses’ voice behavior. Methods A multicenter cross-sectional survey. A total of 1717 nurses were recruited from nine tertiary and secondary hospitals between March and June 2019. An online questionnaire, including socio-demographic variables, employee voice behavior scale and competence inventory for registered nurses, was used to investigate prohibitive and promotive voice behavior and core competence of clinical nurses. Pearson correlation and hierarchical multiple regression were performed in the data analysis. Results The mean score for prohibitive and promotive voice behavior of nurses were 3.46 (SD 0.77) and 3.46 (SD 0.88), respectively. The mean score for core competence was 2.46 (SD 0.77). Critical thinking/research aptitude was the most important predictor for both prohibitive and promotive voice behavior (each p < 0.05), but its influence on promotive voice behavior was greater ( p < 0.05). Leadership was another significant predictor for prohibitive voice behavior ( p < 0.05). Legal/ethical practice, teaching-coaching, professional development and shift work were other predictors for promotive voice behavior (each p < 0.05). Conclusion Clinical nurses experience modest levels of prohibitive and promotive voice behavior and their core competence is moderate. Core competence, especially critical thinking/research aptitude, impacts significantly on voice behavior of clinical nurses. Cultivating nurses’ core competence could positively increase their voice behavior for organizational development.

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“…Previous research has demonstrated that nurse competence differs depending on length of work experience [26,40], and frequency of using these experiences [41], which has been found to explain up to 40% of variance in self-assessed competence among newly graduated nurses [42]. Furthermore, higher academic degree has been connected to higher self-assessed competence among RNs in postgraduate programmes [31], and among operating theatre nurses [43]. According to Aiken et al (2014), RNs with an academic degree are associated with improved patient outcomes [6].…”

Section: Discussionmentioning

confidence: 99%

Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey

Allvin

Bisholt

Blomberg

et al. 2020

Preprint

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Background: Professional competence and continuous professional development is essential for ensuring high quality and safe nursing care, and it might be important for motivating nurses to stay in the profession. Thus, there is a need to identify the developmental process of nursing competency. Assessment of competence and need for further training helps to identify areas for quality improvement, and to design interventions in order to facilitate continuous competence development in different work contexts. The current study aimed to 1) describe registered nurses’ self-assessment of clinical competence as well as the need for further training, and 2) explore possible differences between registered nurses with varying lengths of professional experience as a nurse (≤ 0.5 year, >0.5-5 years, and ≥ 6 years).Methods: A cross-sectional survey design was applied, using the Professional Nurse Self-Assessment Scale of clinical core competencies II. Registered nurses (n=267) working in medical and surgical contexts in hospitals in Sweden responded (response rate 51 %). Independent student t-test and analysis of variance were carried out.Results: Registered nurses assessed their competence highest in statements related to cooperation with other health professionals; taking full responsibility; and acting ethically. They assessed their need for further training most for statements related to assessing patients’ health needs by telephone; giving health promotion advice and recommendations to patients by telephone; as well as improving a creative learning environment for staff at the workplace. For self-assessed competence and need for further training, differences between the groups for 35 and 46 items respectively, out of 50 were statistically significant.Conclusions: Although the registered nurses assessed their competence high for important competence components expected of professionals such as cooperation with other healthcare professionals, it is problematic that knowledge of interactions and side-effects of different types of medication were reported as having the highest need of training. Longitudinal follow up of newly graduated nurses regarding their continuous development of competence as well as further training is needed.

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Operating theatre nurses’ self‐reported clinical competence in perioperative nursing: A mixed method study

Cited by 33 publications

References 29 publications

Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey

Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey

Influence of Core Competence on Voice Behavior of Clinical Nurses: A Multicenter Cross-Sectional Study

Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey

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