Development of a nursing-specific Mini-CEX and evaluation of the core competencies of new nurses in postgraduate year training programs in Taiwan (original) (raw)
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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.
The impact of the evaluations made by Mini-CEX on the clinical competency of nursing students
BMC Medical Education
Introduction Clinical competency is defined as one’s capabilities in terms of knowledge, attitude and practice, and is a necessity for nursing practice. Evaluation is the inseparable part of the education process, without which the quality of education could not be measured. Considering the characteristics of clinical education and its impact on the clinical competency of students, as well as the importance of making precise evaluations of them using scientific, modern and efficient approaches, this study aims to investigate the impact of the evaluation made using Mini-Clinical Evaluation Exercise on the clinical competency of the nursing students of the School of Nursing and Midwifery Shahid Behesti University. Methods This is a quasi-experimental study with a control group conducted on students who were taking courses “Nursing care for a sick child”. The students were classified into the intervention and control groups using complete enumeration. The evaluations were made using Mi...
The Impact of Evaluations Made by Mini-CEX on the Clinical Competency of Nursing Students
Research Square (Research Square), 2022
Clinical competency is de ned as one's capabilities in terms of knowledge, attitude and practice, and is a necessity for nursing practice. Evaluation is the inseparable part of the education process, without which the quality of education could not be measured. Considering the characteristics of clinical education and its impact on the clinical competency of students, as well as the importance of making precise evaluations of them using scienti c, modern and e cient approaches, this study aims to investigate the impact of the evaluation made using mini-CEX on the clinical competency of the nursing students of the School of Nursing and Midwifery Shahid Behesti University. Methods This is a quasi-experimental study with a control group conducted on students who were taking courses in nursing care for sick children. The students were classi ed into the intervention and control groups using complete enumeration. The evaluations were made using mini-CEX in the intervention group and the portfolio approach in the control group. The skills regarding mother and child training, serum therapy and pharmacotherapy were evaluated by checklists. The data was analyzed by SPSS 19 software using descriptive and analytical statistics including Chi-square test, Fisher's exact accuracy test, paired t-test, independent t-test and ANCOVA.
Nurse Education Today, 2013
Background: A review of the literature showed that the core competencies needed by newly graduated Chinese nurses were not as of yet undocumented. Objective: To develop a psychometrically sound instrument for identifying and measuring the core competencies needed by Chinese nursing baccalaureate graduates. Design: Descriptive correlational and multicentre study. Setting: Seven major tertiary teaching hospitals and three major medical universities in Beijing. Participants: 790 subjects, including patients, nursing faculty members, doctors and nurses. Method: A reliable and valid self-report instrument, consisting of 58 items, was developed using multiple methods. It was then distributed to 790 subjects to measure nursing competency in a broader Chinese context. The psychometric characteristics of reliability and validity were supported by descriptive and inferential analyses. Results: The final instrument consists of six dimensions with 47 items. The content validity index was 0.90. The overall scale reliability was 0.97 with dimensions range from 0.87 to 0.94. Six domains of core competencies were identified: professionalism; direct care; support and communication; application of professional knowledge; personal traits; and critical thinking and innovation. Conclusion: The findings of this study provide valuable evidence for a psychometrically sound measurement tool, as well as for competency-based nursing curriculum reform.
Designing and validating an evaluation tool for nurse educators regarding core competencies
International journal of health sciences, 2022
Using standardized evaluation tool for core competencies of nurse educator is essential to prepare faculty member. This study was aimed to design and validate an evaluation tool for nurse educators core competencies based on literature review. Also, Assessing the validity of the proposed tool by panel of experts and assessing the reliability of the proposed tool. Methodological design was used to carry out this study on two group "Jury group" was recruited for testing the face and content validity of the preliminary tool, this group consists of (35) members selected from different fields in nursing and "nurse educators" group working at two selected technical institutes of nursing Which affiliated to Ain-Shams Specialized Hospital and Ain-Shams University Hospitals. Data collection tool included Opinionnaire sheet for validity of the proposed tool, questionnaire sheet for eliciting the importance of preliminary tool from the viewpoint of nurse educator and develo...
Demand for nursing competencies: an exploratory study in Taiwan's hospital system
Journal of Clinical Nursing, 2003
Along with increasing complexity of nursing services, hospital employers are demanding qualified and competent staff nurses for high quality clinical care. In Taiwan, disparities in the demand for competent nurses by employers and the supply produced by nursing educators still exist and require attention. A comprehensive understanding of the specific needs of Taiwan's medical care system for nursing services would help bridge the current gap between demand for and supply of competently trained nurses.
The Development of a Professional Competency Evaluation Model of Nursing Students
International Journal of Nursing Education, 2021
Purpose: The purpose of this research was to develop a professional competency evaluation model of nursing students. Method: It was conducted through a research and development process divided into 4 steps as follows.1) Studying and analyzing elements and indicators from documents, interviewing experts, focus group and surveying opinions. 2) Drafting a model by 10 experts applying the multi-attribute consensus reaching. 3) Implementing among nursing students, classmates, and teachers. 4) Evaluating by participants engaged in the implementation. The statistics for data analysis comprised mean, standard deviation, median, interquartile range, the Mann-Whitney U test and the Kruskal-Wallis Test. Findings: The results of the research were as follows. 1) The core competency of nursing students consisted of 7 elements and the functional competency included 4 elements. 2) The model had a structure that the evaluation objectives, expected outcomes, indicators, criteria, evaluators, method, duration, and feedback. 3) It had a discriminant validity and could distinguish different professional competencies of the nursing students.4) The model was at a high level for all its aspects; feasibility, appropriateness, accuracy, and usefulness. Conclusion: The model was to develop a professional competency of nursing students.
Advances in Medical Education and Practice, 2016
Introduction and objectives: Nurses play a major role in Thailand's health care system. In recent years, the production of nurses, in both the public and private sectors, has been growing rapidly to respond to the shortage of health care staff. Alongside concerns over the number of nurses produced, the quality of nursing graduates is of equal importance. This study therefore aimed to 1) compare the self-assessed competency of final year Thai nursing students between public and private nursing schools, and 2) explore factors that were significantly associated with competency level. Methods: A cross-sectional clustered survey was conducted on 40 Thai nursing schools. Data were collected through self-administered questionnaires. The questionnaire consisted of questions about respondents' background, their education profile, and a self-measured competency list. Descriptive statistics, factor analysis, and multivariate regression analysis were applied. Results: A total of 3,349 students participated in the survey. Approximately half of the respondents had spent their childhood in rural areas. The majority of respondents reported being "confident" or "very confident" in all competencies. Private nursing students reported a higher level of "public health competency" than public nursing students with statistical significance. However, there was no significant difference in "clinical competency" between the two groups. Conclusion: Nursing students from private institutions seemed to report higher levels of competency than those from public institutions, particularly with regard to public health. This phenomenon might have arisen because private nursing students had greater experience of diverse working environments during their training. One of the key limitations of this study was that the results were based on the subjective self-assessment of the respondents, which might risk respondent bias. Further studies that evaluate current nursing curricula in both public and private nursing schools to assess whether they meet the health needs of the population are recommended.