Abstract
ABSTRACTObjective:translating and transculturally adapting the Clinical Competence Questionnaire to Brazilian senior undergraduate Nursing students, as well as measuring psychometric properties of the questionnaire. Method:a methodological study carried out in six steps: translation of the Clinical Competence Questionnaire instrument, consensus of the translations, back-translation, analysis by an expert committee, pre-testing and then presentation of the cross-cultural adaptation process to the developers. Psychometric properties were measured using Cronbach's alpha, intraclass correlation coefficient and content validity index. Results:the instrument was translated, transculturally adapted and its final version consisted of 48 items. Cronbach's alpha coefficient was 0.90, and the agreement index of the items was 99% for students and 98% for evaluators. Conclusion:the Clinical Competence Questionnaire was translated and adapted to Brazilian students, and the psychometric properties of the Portuguese version of the questionnaire presented satisfactory internal consistency regarding the studied sample.
Highlights
In the international scenario of nursing education, it is currently a requirement that students master the skills necessary for their training
Education has evolved from teaching the profession based on tested experience to teaching it based on scientific evidence, and currently the assessment of nursing students should be able to gauge whether the desired learning outcomes are achieved, and whether the competencies of the course were achieved in order to ensure safe and competent care
The analysis of items 1 to 13 of the Nursing Professional Behaviors axis showed an important relationship between this axis and the “decisionmaking” competence of the National Curricular Guidelines of Nursing Undergraduate Courses (DCENF).(10) This axis refers to the safe care referred to in the original instrument, which suggests that professionals’ performance must be anchored in their ability to make decisions that lead to effectiveness and adequate cost-effectiveness of the workforce related to equipment, medicines, procedures and practices(10)
Summary
In the international scenario of nursing education, it is currently a requirement that students master the skills necessary for their training. To ensure the development of knowledge, skills and attitudes for professional practice, it is imperative that an evaluation method be implemented before graduation. Education has evolved from teaching the profession based on tested experience to teaching it based on scientific evidence, and currently the assessment of nursing students should be able to gauge whether the desired learning outcomes are achieved, and whether the competencies of the course were achieved in order to ensure safe and competent care. There are innovative methods in nursing that guarantee an evaluation of clinical skills’ learning, many others lack scientific evidence or present gaps(2)
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