Registered nurses’ perceptions of new nursing graduates’ clinical competence: A systematic integrative review

Missen, Karen; McKenna, Lisa; Beauchamp, Alison

doi:10.1111/nhs.12249

Cited by 89 publications

(70 citation statements)

References 43 publications

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“…Unlike the 22 accumulated items, including factors of caring, biomedical science, clinical skill, and critical thinking in the original CINS, explained only 17.1% of the variance in the overall original scale. These data are consistent with Missen et al, [32] who claimed that the clinical competence of new nursing graduates is specifically related to their critical thinking and technical skills. Also in consist with some of nursing competency (management, professionalism, problem-solving, nursing process, and knowledge of basic skills) in a 27-item Competence Assessment Scale [33] and the attributes of nurse competence (integrating knowledge into practice, critical thinking, proficient skills, and professionalism).…”

Section: Study Limitationssupporting

confidence: 91%

Revised competency inventory for evaluating nursing students

Hwang¹,

Tu²,

Kuo³

2019

JNEP

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Background and objective: To ensure high quality nursing education, a valid scale is needed to evaluate the core competences of nursing students. Insufficiencies of the Competency Inventory of Nursing Students currently used to measure competence in nursing students. The aim of this study was to revise Competency Inventory of Nursing Students and to validate its use for measuring competency in Junior college nursing students in terms of score distribution and dimensionality. Methods: The scale was refined in a series of three phases performed during 2015-2016 in Taiwan: (1) established the item set via literature reviews and content validity testing; (2) refined the item set based on self-reported data from 120 nursing students and confirmed the factor structure by confirmatory factor analysis in 244 nursing students; (3) established the validity and reliability of the final scale. Results: Analysis indicated that a 28-item scale with a 3-factor structure obtained the best fit to the data (χ 2 = 752.56, p < .001, RMSEA = .069, SRMR = .043, CFI = .950, TLI = .946) and had an acceptable Cronbach α value (range .935 to .982). The strength of the inter-correlations among three latent variables was highly consistent with the conceptualization as a multifactorial construct. Conclusions and implications:The revised scale has satisfactory validity and reliability for measuring core competency in nursing students. Implications for practice: For employers concerned about the competency of recent graduates of associate degree nursing programs, the effective and comprehensive scale can be used for self-evaluation of competency in nurses and can also provide feedback for improving teaching and learning efficiency during the education of nurses.

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Section: Study Limitationssupporting

confidence: 91%

Revised competency inventory for evaluating nursing students

Hwang¹,

Tu²,

Kuo³

2019

JNEP

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“…Nursing as a practice profession depends on competent nurses who are capable of providing safe and complex nursing interventions (Halcomb, Stephens, Bryce, Foley, & Ashley, 2016;Kavanagh & Szweda, 2017). Preparing nursing students to meet these requirements takes an average of 4 years, during which time they are expected to meet clinical competencies and maintain adequate theoretical knowledge to ensure their readiness to practice (Missen, McKenna, & Beauchamp, 2016). For clinical instructors, evaluating students is a challenging process (Baraz, Memarian, & Vanaki, 2015).…”

Section: Introductionmentioning

confidence: 99%

Gut feeling: A grounded theory study to identify clinical educators' reasoning processes in putting students on a learning contract

Hussein

Fast

2019

Journal of Clinical Nursing

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Aim To develop a substantive theoretical explanation that makes sense of the decision‐making process that clinical instructors use to place students on a learning contract. Background Clinical instructors are challenged with the task of objectively evaluating students using subjective tools such as anecdotal notes, diaries, unstructured observations and verbal feedback from other nurses. Clinical instructors' assessment decisions have a considerable impact on a variety of key stakeholders, not least of all students. Design Grounded theory method and its heuristic tools including the logic of constant comparison, continuous memoing and theoretical sampling to serve conceptualisation were used in the process of data collection and analysis. Methods Seventeen individual semi‐structured interviews with clinical instructors in one university in Western Canada were conducted between May 2016–May 2017. Data were analysed using open, axial and selective coding consistent with grounded theory methodology. The study was checked for the Standards for Reporting Qualitative Research (SRQR) criteria (See Appendix S1). Findings Three subcategories, “brewing trouble,” “unpacking thinking” and “benchmarking” led to the study's substantive theoretical explanation. “Gut feeling” demonstrates how clinical instructors reason in their decision‐making process to place a student on a learning contract. Conclusion Placing a student on a learning contract is impacted by personal, professional and institutional variables that together shift the process of evaluation towards subjectivity, thus influencing students' competency. A system‐level approach, focusing on positive change through implementing innovative assessment strategies, such as using a smart phone application, is needed to provide some degree of consistency and objectivity. Relevance to clinical practice Making visible the objective assessments currently being done by clinical instructors has the potential to change organisational standards, which in turn impact patient and clinical outcomes.

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“…The clinical learning outcomes of nursing students (students) are critical in meeting the competence requirements of nursing workforce (Missen, McKenna, & Beauchamp, ; Missen, McKenna, Beauchamp, & Larkins, ; Salminen et al., ) and ensuring the delivery of safe and high‐quality patient care (Aiken et al., , ). The clinical practicum covers one half of the professional nursing studies (European Commission [EC], , ) and is vital in fulfilling the competence requirements for the future nursing workforce (EC ; European Federation of Nurses Associations [EFN], ; Nursing and Midwifery Council [NMC], ; Salminen et al., ; World Health Organization [WHO], ).…”

Section: Introductionmentioning

confidence: 99%