Nursing Faculty Competencies to Produce Nursing Graduates in response to Population Health Needs in Thailand (original) (raw)
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Kamolrat Turner*, 2019
Abstract This study aimed at identifying current nurse educators’ competencies and associated factors in the context of nursing education in Thailand. A descriptive study design was applied. A cluster sampling technique was used to recruit 116 nurse educators from four nursing schools. Nurse educators from selective schools were asked to rate their competencies by the questionnaire developed by the researchers. Descriptive statistics and Spearman Rho were used to analyze the data. Data analyses revealed that a total mean score of the competencies was rated at very good levels (Mean=5.87; SD=.90). All aspects were also rated at very good levels. The highest score was found in the ethical and moral aspect (Mean=6.32; SD=.78), while the lowest score was found in research and academic services aspect (Mean=5.72, SD=1.03). Correlation analysis revealed the positive significant relationships between the level of education and overall competency score (r= .209-.250, p= 0.006) as well as all aspects of the competencies (r = .255, p= 0.006- .015). The duration of teaching has significantly positive relationship with the pedagogy competencies (r = .200, p= 0.032) while the duration of continuous professional development (CPD) in nursing and the duration of CPD in nursing were not significantly correlated to any aspects of the competencies. The findings suggest continuing development of nurse educators’ competencies in the weak areas including nursing practice, research and utilization of local wisdom. Keywords: Nurse educators’ competencies, factors, nursing education
Future required competencies of Thai nursing graduates: Nursing stakeholders’ perspectives
Suparpit von Bormann and others, 2021
ABSTRACT Thai nursing graduate competencies during an emerging country context based on nursing stakeholders’ perspectives are unclear. The purpose of this descriptive qualitative research was to identify the future required competencies of nursing graduates based on stakeholders' perspectives. A ‘model graduate’ was additionally proposed. Twenty-five stakeholders in nursing were divided into three groups, including 1) eight nurse executives and a representative from Thailand Nursing and Midwifery Council (TNMC), 2) eight nursing students, and 3) eight lecturers. A focus group discussion question guide was used for data collection. Data were analyzed using content analysis, a deductive approach. The categorization matrix of nursing competencies was established based on the literature reviews. The results reveal that the future required competencies identified by the stakeholders were in line with competencies set by TNMC, Thailand Qualification Framework, and 21st Century Skills. The stakeholders emphasized nine outstanding competencies, including 1) Passion and Compassion, 2) Critical and Creative Thinking, 3) Strategic Thinking and Problem Solving, 4) Dealing with Challenges 5) Leadership, Team Work, and Management, 6) Research Competency, 7) Effective Communication, 8) Information Technology, and 9) Local Wisdom. The researchers proposed a model of future required competencies for nursing graduates. In summary, the future required competencies are versatile. These competencies should be applied to develop nursing curriculum in response to health needs in emerging country contexts. Key words: nursing graduates, required competencies, stakeholders’ perspective, qualitative research
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.
Factors Influencing Competency Development of Nurses as Perceived by Stakeholders in Vietnam
Belitung Nursing Journal
Background: Competency of nurses is vital to safe nursing practice as well as essential component to drive quality of nursing services. Competency development is a continuous process of improving knowledge, attitudes and skills, and is influenced by a numerous of factors.Purposes: This study aims to explore factors that influence the development of competencies of nurses working in clinical settings in Vietnam.Methods: A descriptive qualitative research was conducted in Ho Chi Minh City, Vietnam with a purposive sample of twenty-seven participants including nurses, nurse managers, administrators, nurse teachers, medical doctors, and other health care providers. Data collection was by in-depth interviews and focus group discussions. Content analysis was used to analyze the data.Findings: The research participants described numerous of factors that influence the journey of developing nurses’ competencies. The identified factors were relevant to nursing education and training system i...
F1000Research, 2022
Background: Competency-based nursing curricula prepare nurse graduates with the required competencies to function effectively in a rapidly changing and increasingly complex healthcare environment. Implementation of a competency-based curriculum requires considerable investment in time and resources, and this process has not been described in Vietnam, a developing country. This research explores nurse educators' experiences from six Vietnamese nursing schools regarding implementing a competency-based nursing curriculum through the lens of McGrath's Input-Process-Output model. Methods: A qualitative descriptive method was used. A total of 11 participants were nurse academics purposively chosen from six nursing schools where a competency-based nursing curriculum has been implemented, and 11 in-depth interviews were conducted. Results: Participants identified various issues in implementing a competency-based nursing curriculum, including the need for curriculum redesign, required improvements in teaching and learning, and resistance from teaching staff. Adequate human resources and the availability of infrastructure facilitated the process. Simultaneously, barriers to implementation included nurse educators with poor preparation for a new curriculum, inadequate infrastructure, limited equipment, and no policies that support a competency-based curriculum. Conclusions: The study findings describe the process of moving to a competency-based nursing curriculum implementation in a low to the middle-income country from the perspective of nurse educators and indicate critical success factors in facilitating the process in similar environments.
International Journal of Nursing Didactics, 2016
Introduction: Competent nurse managers have been associated with achieving safe and effective outcomes. Nursing competencies differ within the context of organization depending on size of the hospital and the facilities. Also nurse manager competencies should be different that focused on viewpoints of nurse managers in community hospitals. The aim of this study was to investigate the viewpoints of nurse managers and directors of nursing services in community hospitals regarding the essential competencies of head nurses. Methods: A qualitative descriptive design was used to investigate the perspective of nurse managers and directors of nursing services about essential competencies of nurse managers in community hospitals. A total of ten participants (four directors of nursing services and six nurse managers) were interviewed. Findings: Nurse managers and directors of nursing services identified leadership, management, communication, professional ethics, and policy and healthcare environment as the essential competencies for their positions in community hospitals. Conclusions: These findings can be used by executives of community hospitals and nursing institute to plan for competency development for nurse managers. It should be included in nurse administration program.
Journal of Korean Association for Qualitative Research
Purpose: Despite the effort to bridge the disconnect between educational preparation of competent nurses and employers' expectation of new graduates, there is little known about what nursing competencies are required for new graduates. This paper aims to identify the nursing competencies expected of new graduates, both globally and in the specific Korean context. Methods: An integrative literature review was undertaken. International and Korean computerised databases were searched and 72 relevant papers were appraised using the Mixed Methods Appraisal Tool and the Data Relevance. Twenty-eight studies were selected for final data analysis. Results: Three themes with eleven competency areas were discovered: new graduates are expected to be competent in delivering an evidence-based practice with a patient-centered approach as professional nurses. Competency in evidence-based practice involves being able to integrate theory and skills, utilise contemporary evidence, and undertake a systematic approach. Patient-centred care involves ensuring patient safety, educating the patient and their family, and demonstrating sound interpersonal communication skills with a collaborative approach. New graduates are also expected to practice legal and ethical nursing care, undertake continuing professional development, and demonstrate a capacity for clinical management and appropriate professional attributes. Conclusion: Identifying nursing competencies for new graduates can add a level of detail to the current nursing competencies required for new graduates in the global and the Korean context. The findings can be used not only to inform education providers of potential gaps in preparation for practice of new graduates, but also be used to identify support needed when graduates enter nursing workforce.
Nursing competencies: personal characteristics contributing to effective nursing performance
… of Advanced Nursing, 2001
Every registered nurse who provides patient care was initially taught by a clinical educator. The aim of this mixed-method research study was to identify which variables facilitate Knowledge Transfer between the clinical educator and nursing students in the clinical environment. Using the Martha Rogers theory of Unitary Human Beings, as a framework, allowed description and exploration of nursing students and clinical educator's lived experiences through qualitative and quantitative measures. The teaching strategies were connecting theory with practice, navigator/guide, individual teaching, just in time teaching/learning, role playing and gaming, and teaching for visual and tactile learners were the themes that came out of the qualitative phase. Whereas the professional characteristic themes that facilitated Knowledge Transfer were accessibility, caring/supportive, patient/student advocate, challenging and creative, and lead by example were seen as the most valued. A rank order survey was conducted with the clinical educators for the quantitative phase. Examining evidence-based nursing practices of how the facilitation of Knowledge Transfer best occur between the clinical educator and the nursing student in the clinical setting, will advance the body of knowledge for clinical educators and benefit nursing students, health care administrators, and other stakeholders.
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Background: Nurses' competency is a critical component that governs the quality of healthcare. In the era of the industrial revolution 4.0, the identification of new required competencies for nurses is essential to foster nursing services. Purpose: The qualitative research aimed to explore new competencies that nurses need-as perceived by nurses and other significant stakeholders-compared to the Core Competencies for Vietnamese Nurses (CCVN) regulated by the Ministry of Health of Vietnam in 2012. Methods: The research was conducted in Ho Chi Minh City (HCMC), Vietnam, with a purposive sample of thirty-one participants. Data were gathered using in-depth interviews and focus group discussions (FDG). Content analysis was applied to analyze the data. Findings: The findings revealed that the new competencies required for Vietnamese nurses were: essential attributes of nurses, attitude and values-based nursing care requirements, and transcultural competencies. Conclusions: Knowledge derived from this study suggested that the innovation of the CCVN should be considered.
A Research Review of Nurse Teachers’ Competencies
Vocations and Learning, 2016
The conceptions of what constitutes nursing competence and how such competence is taught and learned are changing, due to rapid changes in in the health sector. Nurse teachers' competencies for providing high-quality, up-to-date nursing education, are developing accordingly. This paper reviews the existing research on nurse teachers' competencies and addresses how this research identifies, describes, and conceptualizes these competencies. A rigorous search, retrieval and appraisal process identified 25 relevant studies for inclusion in the review. A thematic synthesis was applied to the findings of the studies and subsequent themes were synthesized. The thematic synthesis of the empirical evidence resulted in the five broad themes: academic, nursing, and pedagogical competencies; attitudes; management and digital technology. However, these separate elements appeared to be highly integrated. Hence, this paper indicates that nurse teachers' competencies may be assessed using a holistic approach, which could bring together the disparate attributes required for successful professional performance in specific situations.