An evaluation of fitness for practice curricula: self-efficacy, support and self-reported competence in preregistration student nurses and midwives (original) (raw)
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International Journal of …, 2002
This paper reports findings from a study funded by the National Board for Nursing, Midwifery and Health Visiting for Scotland to test selected nursing and midwifery clinical competence assessment tools for reliability and validity. The study, which took place over two years from July 1997, involved comparing items in the selected tools with statutory competencies for nurses and midwives, collecting assessment data from a sample of 257 nursing and 43 midwifery students in four educational institutions and administering additional assessment measures (the Nursing Competencies Questionnaire (NCQ) (Bartlett et al., An evaluation of pre-registration nursing education: a literature review and comparative study of graduate outcomes, Oxford Centre for Health Care Research & Development, Oxford Brookes University, Oxford, 1998) and the Key Areas Assessment InstrumentFKAAI) to the total student sample (and to their lecturers and practice assessors) at two time points which were six months apart. Our focus was the programme-specific clinical competence assessment tools but by testing these tools we also provide evidence on the validity of other methods of competence assessment. Validity of the methods was assessed, primarily, by calculating multivariate and univariate correlation coefficients between them. The NCQ and KAAI were analysed for internal consistency. The NCQ and the versions of KAAI for lecturers and practice assessors were found to have good internal consistency. The version of the KAAI tool developed for students showed reasonable internal consistency for nursing students, but less consistency for midwifery students. Correlational analysis of data collected on students showed that there is little or no relationship between most of the clinical competence assessment methods in current use, or between these methods and those introduced by the research team. This finding supports previous research, particularly in medical education and confirms that the different methods address different abilities. A clear finding from this study is that no single method is appropriate for assessing clinical competence. A multimethod UK-wide strategy for clinical competence assessment for nursing and midwifery is needed if we are to be sure that assessment reveals whether or not students have achieved the complex repertoire of knowledge, skills and attitudesrequired for competent practice.
Nurse education today, 2006
The competency based pre-registration nursing curriculum was introduced to address concerns about levels of confidence and competence in skills of newly qualified Project 2000 educated nurses [Department of Health, 1999. Making a Difference: Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Healthcare. The Stationary Office, London]. This study sought to examine whether the implementation of the competency recommendations has led to improvements in the confidence of nursing students in their clinical skills. A self-administered questionnaire examining ratings of confidence in areas of nursing practice and core competencies as specified by the Nursing and Midwifery Council (NMC) [UKCC, 2001. Requirements for Pre-registration Nursing Programmes. UKCC, London] was administered to 139 final year adult nursing students who were studying with the Project 2000 or competency curriculum. The response rate was 53%, results indicating that the students studyin...
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
Understanding pre-registration nursing fitness to practise processes
Nurse education today, 2015
Protection of the public is a key aspect of pre-registration nursing education and UK Nursing and Midwifery Council monitoring processes. Universities must ensure that nursing students are "fit to practise" both during their programme and at the point of registration. However, current evidence suggests that institutional fitness to practise policies and processes can be inconsistent, lacking in clarity, and open to legal challenge. To examine fitness to practise processes in pre-registration nursing programmes in Scotland. Academic personnel (n=11) with key roles in fitness to practise processes in nine of the eleven Scottish universities providing pre-registration nursing programmes. Semi-structured qualitative interviews were conducted with eleven academics with responsibility for fitness to practise processes in pre-registration programmes. The qualitative data and documentary evidence including institutional policies and processes were thematically analysed. In this pa...
Assessing practice of student nurses: methods, preparation of assessors and student views
Journal of Advanced Nursing, 2002
2 0 0 2 ) ( 2 0 0 2 ) Journal of Advanced Nursing 38(5), 516-523 Assessing practice of student nurses: methods, preparation of assessors and student views Aims. To describe the methods of measuring progress in achieving competence of preregistration nursing and midwifery students used by institutions of higher and further education in Scotland and to describe the philosophy and approaches to competence assessment in each institution. Background. Institutions of higher and further education in Scotland operate a variety of schemes to assess the clinical practice of student nurses. These are based on different philosophies and practices and this raises the question of which are valid and reliable. Methods. All institutions in Scotland providing validated Diploma of Higher Education programmes for preregistration nursing and midwifery participated in this study. Data were collected by postal questionnaire, review of programme documentation and supplemented with interviews with key stakeholders. The directors of the 13 programmes (seven nursing and six midwifery programmes) were surveyed and also 12 group interviews with students (six nursing and six midwifery student groups) from seven institutions. Students from all four branches were represented and 72 students (36 nurses and 36 midwives) were interviewed. Results. Four key findings were identified and related to competence assessment methods, preparation of practice assessors, consequences of failure to meet expected level of outcome and students' views.
Alexandria Scientific Nursing Journal
Background: Self-efficacy (SE) is crucial for improving students' clinical performance, competence, and motivation in nursing education. SE was defined as the degree of one's feelings about one's ability to accomplish goals. SE played a mediating role between clinical learning environments and clinical competence. Objective: To determine the level of self-efficacy among newly graduate nursing students. Settings: The study was conducted at the Faculty of Nursing-Alexandria University. Subjects: A convenience sample of 65 newly graduated nursing students 2020-2021 before they started their internship program and after end the last exam of eighth semester. Tools: one tool was used, perceived level of Self-Efficacy (SE) Structured Interview. Results: about one third of nurse students (32.3 %) have Grade Point Average (GPA) (B 3.1-3.39) last year. Furthermore, the study showed that 61.5% of the study participants had moderate level of SE. Conclusion: the present study concluded that high sense of SE among newly graduate nursing students, which is considered a key component for acting independently and competently in the nursing profession. Recommendations: The nursing students should have the opportunity to practice clinical skills in clinical settings under the direct supervision of a clinical educator before graduation and under the direct supervision of a clinical preceptor after graduation in order to mastering skills and increase level of SE, they should receive ongoing and constructive feedback throughout their studies, clinical educators should encourage nursing students to act independently and under the indirect supervision to reach a certain level of competence.