Performance evaluation of nursing students following competency-based education

Fan, Jun‐Yu; Wang, Yu-Hsin; Chao, Li-Fen; Jane, Sui‐Whi; Hsu, Li‐Ling

doi:10.1016/j.nedt.2014.07.002

Cited by 91 publications

(81 citation statements)

References 34 publications

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“…Nevertheless, such clear definitions of learning goals should also match the reality of clinical practice. [26] A contributing factor in defining competencies in nursing practice is the application of structural frameworks. Structural frameworks such as individual learning plans, written reflections, reflections on progress and the summative assessment of individual competencies add to the facilitation of learning and assessment.…”

Section: Authenticity and Trustmentioning

confidence: 99%

Assessment of nursing students in clinical practice - An intervention study of a modified process

Baumgartner

Ståhl²,

Manninen³

et al. 2017

JNEP

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Objective: To evaluate an intervention of a modified assessment process for nursing students in clinical practice and how this process was experienced by the nursing students and their supervisors. Methods: An intervention study with a descriptive approach. The data collection was conducted in two phases with a survey and follow-up group interviews. Participants were second-year nursing students and their nursing supervisors. Descriptive statistics were used for the quantitative data (survey) and qualitative content analysis for the qualitative data (tape-record and transcribed interviews). Mixed method was used to integrate all data. Findings: The survey response rate was 65% (n = 41 students) and 100% (n = 9 supervisors). Students and supervisors found the assessment tool applicable for the assessment process. Assessment through dialogue and Supportive learning environment, describe how the modified assessment process was experienced. Conclusions and implication for clinical practice: It is important that the supervisors understand the learning goals and assessment criteria and how to use the assessment tool. Clear structures based on learning goals and assessment criteria as well as their own strategies to reach their goals benefit student learning. Strategies need to be developed to facilitate the assessment process when the teachers from the university have a consulative role. The new assessment tool and changing the university teachers' involvement can be seen as a form of professional development of the supervisors' group as they take greater responsibility in conducting the assessment of nursing students in clinical practice.

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Section: Authenticity and Trustmentioning

confidence: 99%

Assessment of nursing students in clinical practice - An intervention study of a modified process

Baumgartner

Ståhl²,

Manninen³

et al. 2017

JNEP

View full text Add to dashboard Cite

show abstract

“…Competency-based education (CBE) has also been applied in allied health professional education, including nursing (Fan et al 2014;Pijl-Zieber et al 2014), pediatric physical therapy (Rapport et al 2014), and even across professions in disciplinary specialties such as pain management (Fishman et al 2013) and disaster medicine and public health preparedness (Subbarao et al 2008;Walsh et al 2012). In the allied health specialty of Pediatric Physical Therapy, five core competencies were developed through a structured consensus process (Rapport et al 2014).…”

Section: Competency-based Educationmentioning

confidence: 99%

“…However, early studies have recorded some success. In a study of 312 s year undergraduate nursing students, Fan et al (2014) found that students who received competency-based education Bhad significantly higher academic performance in the medical-surgical nursing course and practicum than did the control group^ ( Fan et al 2014, p. 1). However, generalizability of the results of this study is limited due to the small convenience sample from a single institution.…”

Section: Competency-based Educationmentioning

confidence: 99%

Genetic Counseling Milestones: A Framework for Student Competency Evaluation

Guy

2015

Journal of Genetic Counseling

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Graduate medical education has recently increased focus on the development of medical specialty competency milestones to provide a targeted tool for medical resident evaluation. Milestones provide developmental assessment of the attainment of competencies over the course of an educational program. An educational framework is described to explore the development of Genetic Counseling Milestones for the evaluation of the development of genetic counseling competencies by genetic counseling students. The development of Genetic Counseling Milestones may provide a valuable tool to assess genetic counseling students across all program activities. Historical educational context, current practices, and potential benefits and challenges in the development of Genetic Counseling Milestones are discussed.

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“…Fan, Wang, Chao, Jane and Hsu (2015) state that nursing students must acquire competences in a clinical environment to close the gap between education and practice, and that nursing education should be based on competences-based learning. This leads us to hypothesis two: RH2: Level of required competences from the employers' side is on average higher with employers on secondary and tertiary level, as with employers on primary level of health care.…”

Section: Employability and Employment Of Nursing Care Graduatesmentioning

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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Performance evaluation of nursing students following competency-based education

Cited by 91 publications

References 34 publications

Assessment of nursing students in clinical practice - An intervention study of a modified process

Assessment of nursing students in clinical practice - An intervention study of a modified process

Genetic Counseling Milestones: A Framework for Student Competency Evaluation

Employability of Nursing Care Graduates

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