Comparing perceptions of nursing faculty and students to actual student performance in syringe measurement and use: An example of the Dunning-Kruger effect?

Abstract

Introduction: A vital component of nursing education is the evaluation by faculty of student nurse’s skill competence. Erroneous estimations of skill competence, as in syringe measurements and dosages, can be critical to patient safety. The Dunning-Kruger effect describes the overestimation/underestimation of skill competence. It is the professional responsibility of faculty and students to be able to assess actual versus perceived competence levels accurately. Purpose: The purpose of this study was to compare the perceptions of nursing faculty and nursing students to student actual competence in syringe measurement and usage. Methods: A cross-sectional, descriptive, comparative study conducted in a School of Nursing Skills Laboratory. Participants included faculty and 3rd and 4th year nursing students. Results: The study sample included 96 students and 30 faculty members. Significant differences were found between faculty perception and student perception of competence (p=0.001). The actual successful performance of all students was lower than expected; 3rd year students had a higher perception of their skill competence than their actual performance, and 4th year students performing at a lower level than 3rd year students (p=0.001). Discussion: Nursing faculty educators and upper-class nursing students perceived a higher level of competence than actual performance. This supports the Dunning Kruger effect and behooves nursing faculty and students to be more precise in their assessments. Conclusions: In today's milieu of online teaching, keen awareness and objectivity regarding clinical skills competence is imperative for client safety. A longitudinal study measuring perception of competence as compared with actual skill performance is warranted.