The Scale on COmmunity care PErceptions (SCOPE) for nursing students: A development and psychometric validation study

Iersel, Margriet van; Vos, Rien de; Latour, Corine; Kirschner, Paul A.; Reimer, Wilma J.M. Scholte op

doi:10.1016/j.nepr.2018.05.002

Cited by 11 publications

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References 27 publications

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“…The outcome of the study was defined as ‘nursing students’ perceptions of community care’ measured by the Scale on Community Care Perceptions (SCOPE), a valid and reliable instrument (Cronbach’s α = .892), developed in the Netherlands [32, 33]. SCOPE contains, apart from items on demographics, thirty-three items in three subscales measuring the (1) affective component of community care perception, and two cognitive components, namely (2) perception of a placement in community care, and (3) perception of community nursing as a profession.…”

Section: Methodsmentioning

confidence: 99%

Influencing nursing students’ perceptions of community care with curriculum-redesign; a quasi-experimental cohort study

et al. 2019

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Background The shift in healthcare to extramural leads to more patients with complex health problems receiving nursing care at home. However, the interest of baccalaureate nursing students for community nursing is moderate, which contributes to widespread labour-market shortages. This study investigates the effect of a more ‘community-care-oriented’ curriculum on nursing students’ perceptions of community care. Methods A quasi-experimental quantitative survey study with a historic control group ( n = 477; study cohorts graduating in 2015, 2016, and 2017; response rate 90%) and an intervention group ( n = 170; graduating in 2018; response rate 93%) was performed in nursing students of a University of Applied Sciences in a large city in the Netherlands. The intervention group underwent a new curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). The control and intervention group were compared on demographics, placement preferences and perceptions with a chi-square or T-test. Multiple regression was used to investigate the effect of the curriculum-redesign on nursing students’ perceptions of community care. Results The comparison between the control and intervention group on students’ perceptions of community care shows no significant differences (mean 6.18 vs 6.21 [range 1–10], respectively), nor does the curriculum-redesign have a positive effect on students’ perceptions F (1,635) = .021, p = .884, R 2 = < .001. The comparison on placement preferences also shows no significant differences and confirms the hospital’s popularity (72.7% vs 76.5%, respectively) while community care is less often preferred (9.2% vs 8.2%, respectively). The demographics ‘working in community care’ and ‘belonging to a church/religious group’ appear to be significant predictors of more positive perceptions of community care. Conclusions Graduating students who experienced a more ‘community-care-oriented’ curriculum did not more often prefer community care placement, nor did their perceptions of community care change. Apparently, four years of education and placement experiences have only little impact and students’ perceptions are relatively static. It would be worth a try to conduct a large-scale approach in combination with a carefully thought out strategy, based on and tying in with the language and culture of younger people.

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Section: Methodsmentioning

confidence: 99%

Influencing nursing students’ perceptions of community care with curriculum-redesign; a quasi-experimental cohort study

et al. 2019

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“…For the survey, the Scale on Community Care Perceptions (SCOPE), a valid and reliable instrument (Cronbach’s α = .892), was used [ 32 , 33 ]. SCOPE measures students’ perceptions of community care, placement preferences and underlying assumptions in 35 items.…”

Section: Methodsmentioning

confidence: 99%

“…For the survey, the Scale on Community Care Perceptions (SCOPE), a valid and reliable instrument (Cronbach's α = .892), was used [32,33]. The placement and profession subscales are aspects of cognitive components of students' perceptions of community care.…”

Section: Instrumentmentioning

confidence: 99%

How nursing students’ placement preferences and perceptions of community care develop in a more ‘community-oriented’ curriculum: a longitudinal cohort study

et al. 2020

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Background: Extramuralisation in healthcare has influenced medical and nursing curricula internationally with the incorporation of themes related to primary/ community care. Despite this, students do not easily change their career preferences. The hospital is still favourite, leading to labour market shortages in extramural care. This study investigates how baccalaureate nursing students' perceptions of community care and placement preferences develop over time in a more 'community-care-oriented' curriculum, to gain insights on which curriculum elements potentially influence career choices. Methods: A nursing student cohort of a University of Applied Sciences in the Netherlands (n = 273) underwent a new fouryear curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). Data were collected each year of study. Descriptive statistics were used to investigate students' placement preferences and perceptions, and linear mixed model techniques (LMMs) for measuring how students' perceptions develop over time. Patterns of placement preferences at individual level were visualised. Results: Students' perceptions of community care, as measured with SCOPE, show a slight decrease between year 1 and 4, while items mutually differ substantially. In contrast, the preference of community care for a placement increases from 2.6% in year 1 tot 8.2% in year 4. The hospital is favourite in year 1 (79.8%), and remains most popular. At individual level, students often change placement preferences, although a preference for the hospital is more consistent. The LMMs indicates that, at the four time-points, the estimated marginal means of students' perceptions fluctuate between 6 and 7 (range 1-10). A placement in community care did not positively influence students' perceptions, and an intensive 1 week theoretical programme was only temporarily influential.

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“…For the survey, the Scale on Community Care Perceptions (SCOPE), a valid and reliable instrument (Cronbach's α = .892), was used [34,35]. SCOPE measures students' perceptions of community care, placement preferences and underlying assumptions in 35 items.…”

Section: Instrumentmentioning

confidence: 99%

How nursing students’ placement preferences and perceptions of community care develop in a more ‘community-oriented’ curriculum: A longitudinal cohort study

Iersel

Latour

Rijn

et al. 2020

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Background: Extramuralisation in healthcare has influenced medical and nursing curricula internationally with the incorporation of themes related to primary/ community care. Despite this, students do not easily change their career preferences. The hospital is still favourite, leading to labour market shortages in extramural care. This study investigates how baccalaureate nursing students’ perceptions of community care and placement preferences develop over time in a more'community-care-oriented' curriculum, to gain insights on which curriculum elements potentially influence career choices.Methods: A nursing student cohort of a University of Applied Sciences in the Netherlands (n = 273) underwent a new four-year curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). Data were collected each year of study. Descriptive statistics were used to investigate students’ placement preferences and perceptions, and linear mixed model techniques (LMMs) for measuring how students’ perceptions develop over time. Patterns of placement preferences at individual level were visualised. Results: Students’ perceptions of community care, as measured with SCOPE, show a slight decrease between year 1 and 4, while items mutually differ substantially. In contrast, the preference of community care for a placement increases from 2.6% in year 1 tot 8.2% in year 4. The hospital is favourite in year 1 (79.8%), and remains most popular. At individual level, students often change placement preferences, although a preference for the hospital is more consistent. The LMMs indicates that, at the four time-points, the estimated marginal means of students’ perceptions fluctuate between 6 and 7 (range 1-10). A placement in community care did not positively influence students’ perceptions, and an intensive one week theoretical programme was only temporarily influential. Conclusions: Although interest for placement in community care increased substantially, it was not clear which curriculum elements stimulated this, nor did the curriculum positively influence students’ perceptions. As most students do not look forward to the high responsibility of the field, other curricula with educational tracks for more mature students/ nurses with a vocational training may be an alternative contribution to solving the labour market problems in community care.

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The Scale on COmmunity care PErceptions (SCOPE) for nursing students: A development and psychometric validation study

Cited by 11 publications

References 27 publications

Influencing nursing students’ perceptions of community care with curriculum-redesign; a quasi-experimental cohort study

Influencing nursing students’ perceptions of community care with curriculum-redesign; a quasi-experimental cohort study

How nursing students’ placement preferences and perceptions of community care develop in a more ‘community-oriented’ curriculum: a longitudinal cohort study

How nursing students’ placement preferences and perceptions of community care develop in a more ‘community-oriented’ curriculum: A longitudinal cohort study

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