Relationships of New Nurses' Perceptions and Measured Performance-Based Clinical Competence

Marshburn, Dianne; Engelke, Martha Keehner; Swanson, Melvin

doi:10.3928/00220124-20090824-02

Cited by 59 publications

(55 citation statements)

References 19 publications

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“…Therefore, these skills were regarded by students as advanced and difficult skills to perform. This finding is consistent with previous studies [26,27] .…”

Section: Discussion and Recommendationsupporting

confidence: 94%

Developing and validating the Clinical Competence Questionnaire: A self-assessment instrument for upcoming baccalaureate nursing graduates

Liou

Cheng

2013

JNEP

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Background: Although researchers have evaluated nurse competence in past studies, few have focused on the competence levels of nursing students immediately prior to graduation. Additionally, many of the competence scales were not supported with strong evidence of reliability or validity. The purpose of this study was to develop and test the psychometric properties of the Clinical Competence Questionnaire (CCQ) that measures the perceived clinical competence of upcoming baccalaureate nursing graduates. Methods:The Clinical Competence Questionnaire was developed based on Patricia Benner's "From Novice to Expert" model. This developed instrument was evaluated in a cross-sectional study. A total of 340 baccalaureate students in their final semester of a 2-year RN-to-BSN program in Taiwan completed and returned the questionnaire. Out of the 340 students, data from 293 students who did not have work experience were used to test reliability and validity of the scale. The instrument was tested for content, construct, and criterion-related validity.Results: The Cronbach's alpha for the entire CCQ was .98. Content and known-groups validity were confirmed. Principal component analysis showed a high degree of explanation of competence and revealed four components of competence: nursing professional behaviors, core nursing skills, general performance, and advanced nursing skills. Conclusion:The results from our study indicate the CCQ demonstrates good reliability and validity for measuring the perceived clinical competence of upcoming baccalaureate nursing graduates. The CCQ is also a useful tool and is easy to administer for the self-assessment of nursing clinical competence. Study limitations and further recommendations for nursing are discussed.

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“…Therefore, these skills were regarded by students as advanced and difficult skills to perform. This finding is consistent with previous studies [26,27] .…”

Section: Discussion and Recommendationsupporting

confidence: 94%

Developing and validating the Clinical Competence Questionnaire: A self-assessment instrument for upcoming baccalaureate nursing graduates

Liou

Cheng

2013

JNEP

View full text Add to dashboard Cite

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“…All the students correctly performed steps concerning preparation of equipment and tourniquet handling (1,6,8,13,25,32). All the students correctly assessed and selected a vein (7,27) in the category Assessment of a Vein. In the category Technical Implementation, four of the students traced the skin and all students inserted the cannula in a correct angle (26,29) while four students handled the cannula and stylet correctly (28,34).…”

Section: Correct Performancementioning

confidence: 99%

“…[5][6][7] Marshburn et al [7] claimed in their study that only 8% of newly qualified nurses were comfortable performing all the skills and procedures needed in a clinical setting. Starting an intravenous line was the skill nurses felt least comfortable in performing.…”

Section: Introductionmentioning

confidence: 99%

Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

Ravik

Havnes

Bjørk

2014

JNEP

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Background: It is assumed that practical skills learned through simulation can be transferred to the clinical setting, but little is known about students' skill performance on real patients after simulation-based learning. The literature shows that newly qualified nurses lack proficiency in skill performance, implying that transfer of learning is challenging. The aim is to explore practical skill transfer from skill centre to clinical setting.Method: A qualitative descriptive observational study of five undergraduate nursing students practicing peripheral venous cannulation (PVC) in the skills centre and clinical setting. Performances were compared using content analysis.Findings: There were similarities and differences in the students' performance accuracy in the skills centre and the clinical setting. Many steps were performed correctly, though some were performed incorrectly, and several were not performed or not relevant to perform in either setting. Practicing on a mannequin and on actual patients gave different learning opportunities. Practicing on a mannequin gave the students the opportunity to perform most of the PVC steps even if the vein was missed. When students missed the vein on real patients, they had to terminate the attempt, with no opportunity to perform subsequent steps of the skill.Conclusion: Low-fidelity simulation was found both to be effective, as it provided familiarity with equipment used in the clinical setting, and inadequate due to lacking opportunity to discern differences encountered in the clinical setting. The simulation must be improved to ensure that students learn what is needed for safe practice on real patients in the clinical setting.

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“…However, researchers have reported that new graduate nurses lack adequate levels of competence that are needed in the real world of clinical nursing practice to meet the ever-increasing demands in today's complicated healthcare environment [1][2][3] .…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, the purpose of our study was to explore the difference in levels of clinical competence between students in the above-mentioned nursing programs and to identify skills that need to be reinforced in different nursing programs while the students are still attending school. The following research questions guided the study: (1) What are the levels of clinical competence reported by the nurse pregraduates? (2) What is the difference in levels of clinical competence between pregraduates attending different types of nursing programs?…”

Section: Introductionmentioning

confidence: 99%

Perceptions of clinical competence among nurse pregraduates: Do different types of nursing programs make a difference?

Cheng

Liou

2013

JNEP

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Background: New graduate nurses' competence rarely meets the rigorous expectations of clinical settings. Researchers suggest that competency validation before graduation can shorten the length of clinical orientations for graduate nurses after they enter the workforce. The purpose of this study was to explore the difference in clinical competence between students in different types of nursing programs and to identify skills that need to be reinforced. Methods:This longitudinal study included 461 students from three different nursing programs: a four-year regular nursing program and a two-year RN-BSN program in day school and night school. A total of 478 students were invited to participate, and 440 students completed and returned questionnaires either at one year before or at the time of graduation with a total response rate of 92.05%. Results:At the time of graduation, students in all three nursing programs perceived low competence in overall clinical skills. Students in a two-year RN-BSN night school perceived significantly lower competence than students in two other types of nursing programs. Nurse students' general performance skills and advanced nursing skills need to be reinforced before graduation. Conclusions:More opportunities for students' involvement in case-based studies to cultivate their ability to integrate their knowledge and skills and more accumulated hours in deliberate practice with external sources such as electronic resources, training facilities and skill consultation on performance are recommended to enhance students' clinical competence.

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Relationships of New Nurses' Perceptions and Measured Performance-Based Clinical Competence

Abstract: This study provides a beginning understanding of the relationship between new nurses' perceptions and performance-based clinical competence.

Cited by 59 publications

References 19 publications

Developing and validating the Clinical Competence Questionnaire: A self-assessment instrument for upcoming baccalaureate nursing graduates

Developing and validating the Clinical Competence Questionnaire: A self-assessment instrument for upcoming baccalaureate nursing graduates

Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

Perceptions of clinical competence among nurse pregraduates: Do different types of nursing programs make a difference?

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