Terminal Assessment of Core Nursing Knowledge in a State University (original) (raw)
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Jurnal Ners
Introduction: The Indonesian government mandated the national examination for health professional in 2014. Yogyakarta was the province with the highest percentage achievement for this past five years and it was affected by many factors. This study was conducted to analyze what are the factors that influence the success in national nursing examination of three year nursing students in Yogyakarta.Methods: This descriptive correlative design with sample of 926 graduate students of three years diploma in Yogyakarta and total sampling technique was used. The data were analyzed by frequency distribution, F-test, multiple regression and R2 for the determinant analysis unit. Results:The study identified that 78.1% of the participants were female with age of 20 to 24 years old, 68.2 % were come from Yogyakarta, 96,9% had academic grade with range of 3 to 3.99. The ranges of passing grades of exam scores were 67% to 98 %, and 89% the institutions were able to achieve passing grade more than 7...
International Journal of Nursing, 2015
After completing the Nursing Professional Education Program (NPEP), ideally all of the nursing students had mastered the nursing skills' competency. However, the reality of these conditions might be different. Many factors have been found which affect the achievement of the nursing skills' competency. This study aims to identify the inhibiting factors of nursing students' skills competencies during NPEP in the Faculty of Nursing USU. This is a descriptive study. Samples in this study were 25 students who had completed NPEP. Data were collected by interviewing process. Results of the study were presented in narrative method. The results showed that the biggest inhibitor in achieving competency was the non-nursing tasks assigned by the hospital's staff; other inhibitors were the nursing students' personal problems, the clinical preceptors, unit's equipment and other professions. The nursing students suggested that faculty of nursing should provide the hospital pre-clinic program before enrolling NPEP, so that they would have the better understanding about the real situations in the hospital and could minimize such inhibitors.
The Predicting Factors of Success in the Indonesian National Nursing Competency Test
Polyglot: Jurnal Ilmiah
The implementation of the Indonesian National Nursing Competency Test faces several challenges, especially those associated with low passing rates. Low passing rates are a concern of all nursing schools because they reflect the quality of the institution. The purpose of this study was to determine the factors predicting success on the Indonesia National Nursing Competency Test. The research design was descriptive correlational. Participants in the study were 201 alumni of the Faculty of Nursing at Universitas Pelita Harapan in Indonesia. Statistical tests showed a significant correlation between academic achievement (academic stage GPA, professional stage GPA, English proficiency score, and tryout) and the national competency test, while demographic data showed no significant correlation. Academic achievement plays a significant role in success on the Indonesian National Nursing Competency Test.BAHASA INDONESIA ABSTRACT: Pelaksanaan Uji Kompetensi Nasional Perawat Indonesia menghada...
Self-assessed level of competence of graduating nursing students and factors related to it
Nurse Education Today, 2014
s u m m a r y Background: The transition from a nursing student to a professional nurse is both challenging and stressful. Competence of graduating nursing students is related to patient safety and there is a need for assessment of competence. However, there is a lack of research on the level of competence at the moment of graduation. Objectives: To describe the level of competence of graduating nursing students based on students' selfassessments and to identify possible related factors. Design: Cross-sectional survey design. Methods: The data were collected using an on-line survey (the Nurse Competence Scale) in 2011 and administered to 302 graduating nursing students in Finland practicing in their final clinical placement in university hospitals. The sample contained 154 students (response rate 51%). The data were analyzed statistically. Results: The self-assessed overall competence was on good level (66.7, VAS 0-100). The competence was highest in helping role and in diagnostic functions, being slightly lower in therapeutic interventions and work role. Pedagogical atmosphere during the final clinical placement had a statistically significantly positive correlation with the overall level of competence. Conclusions: Graduating nursing students have good competence at the moment of graduation based on their self-assessments. Self-assessment is a basis for competence development, and systematic self-assessments should be used during the education. Teacher and supervisor assessments and knowledge-tests could be used alongside with self-assessments of competence to give a wider picture of the competence.
Nursing & Midwifery Research Journal, 2024
Background: An assessment of the clinical competency of nurses at the time of their graduation is essential to get a fair estimate of their level of competence. It helps to lessen the burden on the healthcare system. A “Comprehensive Nursing Competence Assessment Questionnaire (CNCAQ)” has been constructed to fulfil this purpose. Aim: This study aims to develop and validate a CNCAQ to determine the perceived clinical competence of final-year nursing graduates who are about to graduate within three months from selected private and government nursing colleges in India. Methods: A mixed methodology was used and completed in two phases. In phase 1, along with an extensive literature review, focus group discussions, expert evaluation, and pretesting were done, in which 10 nursing experts participated. In phase 2, data were collected from 649 nursing graduates to establish the validity of the construct. The study period was from August to October 2022. Results: The developed CNCAQ has 36 items, comprising four sections: (a) conceptual knowledge and skill in routine nursing care; (b) skill in basic nursing procedures; (c) skill in advanced nursing procedures; and (d) assessment of infusion/transfusion-related nursing procedures. The overall reliability of the tool was 0.963, indicating its high reliability. Overall, there was no difference in clinical competency skills between female and male upcoming nursing graduates. However, statistically significant differences in basic nursing skills and advanced and analytical nursing skills were observed. Conclusions: Assessing nursing students’ competencies is crucial to ensure that they possess the necessary knowledge, skills, and attitudes to provide safe and effective patient care. The development and validation of a valid and reliable instrument for assessing nursing competencies are essential to evaluate nursing students’ clinical performance accurately. In the present research, a tool with a total of 36 items was used. It demonstrates high reliability; however, it needs to be applied to a larger population of nursing graduates with diverse backgrounds. Nurse educators and administrators can use it to assess the level of competence and, accordingly, a tailor-made induction program based on identified weak areas in theoretical and practical knowledge or skill can be developed. No patient’s were involved in the study. It involved developing a CNCAQ and validating it on a selected group of upcoming nursing graduates.
OALib, 2018
Competency is the basic standard for all healthcare professionals when providing care to recipients. The practice of good nursing begins primarily in the study of the nursing program and in the preparation of a nurse with high efficiency in nursing skills. This paper presents the concept of nursing competencies for Saudi nursing and its importance in implementing the national transition program 20/30, and the nursing competencies framework related to the graduate of the Bachelor of Nursing and the methods used in response to the needs of the academic and educational environment, and the stages to develop a competency-based approach.
Nursing Practice Competency of Accelerated Bachelor of Science in Nursing Program Students
Journal of Professional Nursing, 2010
The purposes of this study were to quantify the perception of nursing practice competency by students in an accelerated bachelor of science in nursing program at the beginning and the end of the program of study and to compare the student's perception of their competency at the end of the program of study with the unit-based nurses expert's perception of the students nursing practice competency. A quantitative pre-post intervention design was used to measure the perception of students at the beginning (T-1) and the end (T-2) of their program of study in nursing. Using Benner's domains of nursing practice, there was a significant difference in selfperception at the beginning and the end of the program. At the end of the program, the unitbased nurse expert rated the student's nursing practice higher on all domains, as compared to the student self-rating. The nursing practice competency of these students was quantified. It is interesting to note that self-rating at the end of the program of study were just below the midpoint of the scale. However, the scoring on a global item of how competent are you to begin practicing as a professional nurse was scored higher than any of the individual domains of practice. (Index words: Competency; Nursing practice; Domains) J Prof Nurs 26:162-167, 2010.
The Correlation of Academic and Clinical Performance Among Nursing Students of Batch 2015-2017
Proceedings of the 2018 2nd International Conference on Education and E-Learning, 2018
It is one of the responsibilities of the school (CIT-University) to develop graduates, who are values- driven, highly competent and innovative; succeed in their respective professions for better employment. The school has to adopt measures to attract brilliant and promising students who have the potential to become competent professionals. Nurse's competence is based on the knowledge that is taught to them. Bachelor of Science in Nursing program is both theoretical and clinical in which theory guides nursing practice. Thus, the study determined the correlation between the academic and clinical performance of Bachelor of Science in Nursing students, batch 2015 - 2017 of Cebu Institute of Technology-University. The result will be used as basis for the implementation of appropriate teaching methodologies that will help students acquire the needed competencies for employment. Sixteen regular students of batch 2015-2017, who graduated within four years, were studied based on their ac...
Croatian Nursing Journal, 2017
aim. the aims of this research were to obtain students' opinions on the necessary knowledge for performing nursing practice listed in eU directives, student self-assessments on adopted competencies and students' opinions on internships. this research was undertaken to determine whether there are differences in student responses depending on their previous education. Methods. the final study included 61 third-year nursing students. students voluntarily and anonymously completed a questionnaire that included information such as demographic data, learning areas according to directive 2005/36/ec and competencies under directive 2013/55/eU, and questions related to the need and length of internships at the end of the nursing programme. results. At the end of the study, students considered nursing knowledge to be the most significant knowledge (M=4.74), followed by communication skills (M=4.49), and clinical and basic medical sciences. students rated research knowledge in nursing as the least significant. students who had not completed secondary nursing school gave statistically significant higher estimates related to the significance of required knowledge (p=0.035). students were cautious in their self-assessments of the acquired competencies of nursing practice. they rated their ability to empower individuals, families and groups towards healthy lifestyles and self-care the highest; and their ability to independently initiate