Synthesizing core nursing skills to support behavioural‐based interviews for nurses in the UAE: A nominal group study

Al‐Yateem, Nabeel; Ahmad, Alaa; McCreaddie, May; Hussini, Loay Bahaa’ Edeen Al

doi:10.1111/jonm.13232

Cited by 8 publications

(16 citation statements)

References 30 publications

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“…The premise of behavioral questions is that past actions indicate future behaviors, a presumption well supported by evidence. [6][7][8] In contrast, situational questions allow the candidate to provide the answer they think the interviewer wants to hear and are less reliable indicators of future performance. Nurse leaders and the Human Resources (HR) department chose five behavioral questions: two on compassionate service, two on respect, and one on inventiveness (see Table 1).…”

Section: Developing the Pilot Processmentioning

confidence: 99%

“…In contrast, behavioral questions ask the candidate to recall an experience and describe how they handled it. The premise of behavioral questions is that past actions indicate future behaviors, a presumption well supported by evidence 6-8. In contrast, situational questions allow the candidate to provide the answer they think the interviewer wants to hear and are less reliable indicators of future performance.…”

Section: Developing the Pilot Processmentioning

confidence: 99%

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Using group interviews to innovate the selection process for new graduate nurses

Descent

2022

Nursing Management

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Section: Developing the Pilot Processmentioning

confidence: 99%

Section: Developing the Pilot Processmentioning

confidence: 99%

Using group interviews to innovate the selection process for new graduate nurses

Descent

2022

Nursing Management

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“…However, this seems to be a daunting task in an environment where qualified healthcare professionals are scarce. There is a well‐documented crisis in terms of the shortage of qualified healthcare professionals both globally and in the UAE, and health systems worldwide are striving to reduce the extent of this crisis 10,12–15 . A factor that is unique to the UAE healthcare system is the high mobility of nursing staff, who are mainly from abroad (97%–98% of the nursing task force) and have goals of returning to their home countries or traveling to other destinations such as Europe or the United States 16 …”

Section: Quality and Education Relationshipmentioning

confidence: 99%

“…To add to the challenge, it is also important for healthcare organizations to create an environment to fulfill their other functions, such as attracting/retaining staff and performing their teaching role to prepare future healthcare professionals. The latter are two main challenges delaying the development of the healthcare system in the UAE 9–11 . However, clinical educators and managers reflect on how these roles seem to be frequently missed or at least compromised while applying the quality assurance measures in the country.…”

Section: Introductionmentioning

confidence: 99%

Missing the point: Quality‐driven healthcare institutions may mistakenly disregard their role in nursing and medical education

Ahmad

Marzouqi

Dias³

et al. 2021

Nursing Forum

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Aligned with international standards, the UAE Government and many other developing countries in the region (GCC and MENA) have started to implement strict quality improvement initiatives to develop their healthcare systems. Most of these initiatives are geared toward meeting patient satisfaction and avoiding circumstances or events that would dissatisfy patients. It is also used to measure healthcare institution performance, assess efficiency and determine their funding and reimbursement. With this emphasis on quality, it is also important for healthcare organizations to fulfill their other functions. Among the most important is performing their teaching role to prepare future healthcare professionals, and attracting and retaining healthcare professionals. These roles are also a paramount for a quality, sustained healthcare system. However, clinical educators and managers reflect on how these roles seem to be frequently missed or at least compromised while applying the quality assurance measures in the region developing countries. This reflective paper discusses this concern and suggests possible strategies that may help overcome this challenge and thus contributing to the achievement of the quality goal of the service in a more comprehensive and sustainable manner. The similarities between the UAE healthcare system and neighboring Gulf Cooperation Council and the Middle East/North African countries mean these challenges and solutions may resonate with these countries and support the implementation of effective health services in these countries as well.

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“…Even though in the era of industrial revolution 4.0 is learning online able to provide attractive and effective services, but in its implementation it has its own challenges. As a nurse candidate, you are not only required to be an expert in treating patients in hospitals, communities and in various health facilities, but you are also required to be able to use a learning system online when providing health education to patients (Al-Yateem et al, 2021).…”

Section: Frequencymentioning

confidence: 99%

Level of Online Learning Motivation in Ners Professional Students in Online Learning at University Muhammadiyah Malang

Harini¹,

Juwitasari²

2021

JNK

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Background: Since the covid-19 pandemic occurred at the end of 2019, the education process which is usually carried out face-to-face must be done through online learning. Due to this pandemic condition, it is still difficult for Nurse Profession level students to adapt. This study was determined the level of learning motivation during online learning at the University of Muhammadiyah Malang. Method: This descriptive analytical study was analyzed by a IBM SPSS 26 version for windows. The number of respondents as many as 78 students of ners 22 class and ners 23 class was recruited by total sampling from October 2020 - January 18, 2021. The level of motivation data was identified by the Watsin questionnaire using whatsapp, zoom and google meet online platforms. Results: The 19 respondents or about 25% of participants was less than and equal to 19 years old, 22 peoples or about 28% of student nurses aged 20 years, 19 peoples or about 24% of nursing students aged 21 years, and the remaining 18 peoples or about 23% of student aged 22 years and over. The descriptive analysis showed that the average level of motivation of Nurse students during online learning was 63,14. Conclusion: the level of motivation of Nursing students during online learning in hospitals during the COVID-19 pandemic was categorized in sufficient level. The further strengthens was the needs of variety online learning model towards nursing professional level during pandemic of COVID 19.

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Synthesizing core nursing skills to support behavioural‐based interviews for nurses in the UAE: A nominal group study

Cited by 8 publications

References 30 publications

Using group interviews to innovate the selection process for new graduate nurses

Using group interviews to innovate the selection process for new graduate nurses

Missing the point: Quality‐driven healthcare institutions may mistakenly disregard their role in nursing and medical education

Level of Online Learning Motivation in Ners Professional Students in Online Learning at University Muhammadiyah Malang

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