Meta Competency: Prerequisites of Msc Psychiatric Nursing Students Promoting. A Qualitative Study (original) (raw)
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Clinical Competency in Psychiatric Nursing Students: A Qualitative Study
Journal of Qualitative Research in Health Sciences, 2013
Introduction: Clinical competency in psychiatric nursing education provides the foundation for the development of competency in nursing practice. There are different definitions of clinical competency, but there is no certain definition for it in psychiatric nursing. The purpose of this study was to explore the definition of and method of achieving clinical competency in psychiatric nursing students. Method: In this qualitative study semi-structured interviews were conducted with 16 participants (5 undergraduate senior students in their last term, 2 MSc students in the psychiatric field, 4 faculty members of the Department of Psychiatric Nursing, 3 head nurses, and 2 nurses working in psychiatric wards). In addition, we used two focused group interviews with nursing students. All interviews were recorded and transcribed. The data were analyzed using conventional qualitative content analysis method. Results: During data analysis, four main themes emerged; preparation and familiarization, confrontation, involvement, and competency. Conclusion: Undergraduate nursing students need to pass specific stages before attaining clinical competency as a mental health nurse. Each stage has specific factors that may help the students on their path.
F1000Research, 2018
Background: Clinical nursing competence in mental health is one of the most important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the “mental health nursing students’ clinical competence model” on nursing students’ academic performance. Methods: This study is a semi experimental following one group of student nurses. “mental health nursing students’ clinical competence model” for undergraduate nursing student’s education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared. Results: Rate of clinical competency before the interv...
Competency in Nursing Students: A Systematic Review
International Journal of Travel Medicine and Global Health, 2016
Introduction: Nursing students require highly specialized competencies to accurately determine patients' states and to predict and cope with problems that may occur during nursing care. This study explores the definition, domains, and levels of nursing students' competency. Methods: This study was a systematic review of nursing students' competencies in English (ISI, SCOPUS, Ovid, Proquest, Iranmedex, Google scholar, PubMed) and Persian (Scientific Information Database) databases (1985-2015), according to the University of York Center for Reviewers and Dissemination Guidance approach, 2008. Results: From a total of 13,115 articles, 20 were retrieved in the final step. The individual experiences, dynamic process, and positive interactive social and beneficial changes in the equality of one's professional life that cause meta-cognitive abilities, touch reality, motivation, decision making, job involvement, professional authority, self-confidence, knowledge and professional skills formulated the definition of nursing students' competency. Educational, cultural, individual, professional and inter-professional, research, clinical and practical domains were defined as belonging to nursing students' competency. Seven nursing student competency levels were identified. Conclusion: Although the definitions of competency, its domains, and its levels vary by profession and country, this systematic review demonstrated the comprehensive ones in three scopes. However, more research is needed to examine the three scopes in the nursing student competency concept.
Advancing Clinical Nursing Education in Mental Health: Student Self-Assessment of Clinical Competencies, 2013
F or many decades nursing students worldwide have attributed and measured the quality of their nursing education directly to their clinical experiences. Such claims are consistently stated irrespective of the breadth and depth of their concurrent theoretical nursing education. A study in Norway has indicated that both fi rst-and third-year nursing students perceive theoretical nursing to be unclear and that contact with patients is the most important part of nursing (Granum, 2004). Oftentimes, qualifi ed nurses will also refl ect on their own nursing as clinical experiences. As qualifi ed nurses ourselves, we too have refl ected, remembered, and recounted our own nursing stories in terms of clinical experiences. Qualifi ed nurses in the institutions where we are both employed discuss their nursing experience, and it is obvious that clinical, not theoretical, nursing is brought to the center stage. Irrespective of clinical defi ning the parameters of nursing, nurse educators are acutely aware that nursing education is grounded in theory, and that theory needs to follow in practice. However, are we correct in dismissing the aforementioned claims and stories about what nursing really is, and, as educators, can we be so sure we know how nurses learn in the clinical arena? After all, we still have minimal research that clearly identi-fi es the determinants of effective student clinical learning (Tanner, 2005). We therefore pose two key initial questions:
Competency-based curriculum education in mental health nursing
Open Journal of Nursing, 2013
Introduction: The essential problems in providing quality and safety services to patients, rapid changes in health care settings as well as information technology require educational revision. Competency-based curriculum focuses on set of skills that students should achieve. This study reviewed characteristics of competency-based curriculum in psychiatric nursing. Methods: A literature review about a competencybased curriculum in psychiatric mental health nursing was carried out by searching databases including Iran Medex, Iran Doc, and Pub Med with key words such as competency-based education, competencybased curriculum, and competency-based curriculum in psychiatric mental health nursing. No time limitation was considered. Results: Results revealed that over 30 literatures have been done about nursing curriculum, but just several studies were done regarding competency-based curriculum and just a few about competency-based curriculum in psychiatric mental health nursing. Conclusion: Competencybased curriculum development is one of the essential steps to facilitate teaching-learning process. The revision of curriculum may decrease theory-practice gap and pave the way for graduates to have essential competences for their roles.
Electronic physician, 2017
Introduction: Evaluation of clinical competency in nurses has a distinct importance in healthcare due to its significant impact on improving the quality of patient care and creation of opportunities for professional promotion. This is a psychometric study for development of the "Clinical Competency of Mental Health Nursing"(CCMHN) rating scale. Methods: In this methodological research that was conducted in 2015, in Tehran, Iran, the main items were developed after literature review and the validity and reliability of the tool were identified. The face, content (content validity ratio and content validity index) and construct validities were calculated. For face and content validity, experts' comments were used. Exploratory factor analysis was used to determine the construct validity. The reliability of scale was determined by the internal consistency and inter-rater correlation. The collected data were analyzed by SPSS version 16, using descriptive statistical analysis. Results: A scale with 45 items in two parts including Emotional/Moral and Specific Care competencies was developed. Content validity ratio and content validity index were 0.88, 0.97 respectively. Exploratory factor analysis indicated two factors: The first factor with 23.93 eigenvalue and second factor with eigenvalue 2.58. Cronbach's alpha coefficient for determination of internal consistency was 0.98 and the ICC for confirmation inter-rater correlation was 0.98. Conclusion: A scale with 45 items and two areas was developed with appropriate validity and reliability. This scale can be used to assess the clinical competency in nursing students and mental health nurses.
Student's Preparedness and Their Clinical Performance in Psychiatric and Mental Health Nursing
This study determined the level of preparedness of student nurses of Manila Tytana Colleges Philippines, school year 2014-2015 in terms of knowledge, skills and attitude and its relationship with their clinical performance during their psychiatric rotation. Survey questionnaire and clinical evaluation tool appraisal were utilized to gather data from the 181 respondents selected through purposive sampling. Ethical clearance was secured from the institutional review board. The statistical tools used were mean, frequency and percentage distribution, and Pearson r. The results revealed that preparations in knowledge, skills and attitude in psychiatric clinical rotation doesn't guarantee learning success in their psychiatric clinical duty. There was no significant relationship between the level of students' preparedness and their clinical performance in psychiatric and mental health nursing (r value: 0.20; sig: 0.863). Thus, it was recommended that a similar study in the future would be conducted in other schools for validation of the findings. Also a qualitative study was recommended to assess further the best practice of the student in the psychiatric rotations including quality health care delivery in the said undertakings.
Journal of Korean Academy of psychiatric and Mental Health Nursing
Purpose: This study aimed to develop a competency-based educational program for strengthening the competency of psychiatric nurses and evaluate its effects.Methods: The study used a quasi-experimental design. Participants included 64 psychiatric nurses in South Korea: 33 nurses (32 females, 1 male) in the experimental group and 31 nurses (26 females, 5 males) in the control group. A competency-based education program for psychiatric nurses was developed through a literature review and discussion with 12 experts. The program addressed eight topics and provided 24 hours of education over 4 days, for 6 hours each day. The collected data via questionnaires were analyzed statistically.Results: The education program enhanced overall clinical nursing competence and strengthened professional self-growth competence. The management and teaching competencies of both the experimental and the control groups also increased significantly.Conclusion: The findings of this study presented an educatio...