Competence Of Nurses Research Articles

Characteristics of advanced practice nurses’ clinical competence in primary healthcare settings: a scoping review protocol

Objective: This scoping review aims to identify the clinical competency characteristics, in terms of knowledge, skills, and attitudes, of advanced practice nurses in primary care settings. Introduction: Although much has been written about the competencies of advanced practice nurses, more detail about the skills, knowledge, and attitudes that inform their clinical competency in primary health care needs to be ascertained. This will promote the development, implementation, and evaluation of advanced nursing practice in contexts where it is unavailable. Inclusion criteria: Studies that address the clinical competency characteristics of advanced practice nurses in primary health care settings will be considered for inclusion. Methods: This review will be conducted according to JBI methodology for scoping reviews. A comprehensive search will be conducted in PubMed, CINAHL (EBSCOhost), Web of Science, Scopus, Virtual Health Library (VHL), Scientific Electronic Library Online (SciELO), Embase (Elsevier), Science Direct (Elsevier), Cochrane Library, and Google Scholar for primary and secondary qualitative, quantitative, and mixed methods studies on the topic of relevance. Gray literature will be searched in DART-E, TESES CAPES, CAUL (Australian Digital Theses), and Theses Canada Editorials. Letters, editorials, commentaries, conference abstracts, and documents published by advanced practice nurses’ associations will also be considered for inclusion. Two independent reviewers will screen the studies at title and abstract and full text. The same reviewers will extract relevant data using an instrument developed by the reviewers. These data will be presented in a narrative synthesis to facilitate the analysis of the evidence found. Review registration: Open Science Framework https://osf.io/tnrjz/

Comparative Study of Nursing Informatics Competencies in Educators, Students, and Clinical Nurses

Background: Nursing informatics refers to a specialty in nursing that influences the learning environment, interprofessional collaboration, patient care, strategic planning, and patient satisfaction. Nursing informatics competency has been identified as a critical factor influencing the quality-of-care services. Nurses must integrate informatics into clinical decision-making processes. Objectives: This study aims to conduct a comparative analysis of nursing informatics competency among nursing educators, students, and clinical nurses. Methods: This descriptive-analytical study was conducted in 2023 at the nursing faculty of Abadan University of Medical Sciences. The study sample included 670 participants: Nursing educators, students, and clinical nurses. Nursing educators and students were selected through a census method, while clinical nurses were chosen via random sampling. Data were collected using the Nursing Informatics Competency Assessment Tool (NICAT) and demographic questionnaires. The NICAT assesses informatics competency across 30 components, categorized into three dimensions: Computer literacy, informatics literacy, and information management skills. Data were analyzed using SPSS version 26 software. Results: The average nursing informatics competency score among the participants was 105.58, falling within the competent range. Nursing educators achieved the highest competency score (110.21), followed by clinical nurses (106.24) and students (103.78). The highest score was observed in informatics literacy (45.84), while the lowest score was seen in information management skills (24.59). Information management skills, computer literacy, and informatics literacy were significantly correlated with the overall nursing informatics competency score (P < 0.001). Conclusions: Nursing educators, students, and clinical nurses were found to be competent in nursing informatics. However, due to technological advancements and the growing use of electronic health services, there is a need to enhance nurses' competencies in all dimensions, particularly in information management skills. It is recommended to revise the curriculum and provide the necessary infrastructure and equipment to integrate informatics into nursing education and empower nurses.

Planning the optimal general nurse graduates: methodology and significance

Global problems with a shortage of nurses and an increasing demand for nursing care raise questions about whether the education system as the primary source of new nurses is in line with future demands. Despite the shortage, the situation in the Czech Republic is not yet critical, but the analysis of the age structure and the small number of graduates indicates a problem on the horizon of 15 to 20 years. The objective of the article is to present the methodology developed to estimate the demand for the profession of a nurse to maintain a functional health care system according to demographic changes and to propose the optimal number of students enrolled in the nursing study program. Authors created the methodology as part of the project “Competent Nurse for the 21st Century: Analysis and proposal for optimisation of nursing education and professional practice”, supported by the Czech Republic Technological Agency. The methodology was certified by the Czech Republic Ministry of Health at the end of 2022.

Refinement and Validation of the Team Effectiveness Scale for Nursing Units.

Understanding that the complexity and dynamic nature of the nursing care setting creates diverse conditions for teamwork is important when developing tools to measure nursing unit team effectiveness. The Team Effectiveness Scale for Nursing Units (TES-NU), based on the Integrated Team Effectiveness Model, was developed without confirmatory factor analysis and only tested on one nursing organization. It needs further research to prove its validity and reliability. This study aims to refine and validate the TES-NU in various nursing organizations. We designed this methodological study to refine the TES-NU by establishing its validity and reliability. The study included 330 clinical nurses from six general hospitals in South Korea, selected via convenience sampling. The TES-NU's refinement process includes item analysis, exploratory factor analysis, confirmatory factor analysis, item analysis, and convergent validity. The KMO of 22 preliminary items was 0.89, the cumulative variance of the five factors was 67.58%, and the commonality was >0.40. Confirmatory factor analysis indicated the revised model fit well with better indices: CMIN/DF = 1.687, CFI = 0.936, TLI = 0.924, RMSEA = 0.059, and SRMR = 0.057. We simplified the refined scale to 22 items in 5 subdomains: "head nurses leadership", "job satisfaction", "cohesion", "work performance", and "nurses competence". Convergent validity (r = 0.69, p < 0.001) and reliability (Cronbach's alpha = 0.92) were validated for the revised TES-NU. A refined TES-NU has tested their validity and reliability. Nursing managers can use this tool to manage the performance of individual nurses as well as nursing units, which will contribute to improving the work performance of the nursing organization.

Construction of learning objectives and content for emergency triage nurses in tertiary general hospitals: A Delphi study

AimTo construct learning objectives and educational content for emergency triage nurses based on core competencies. BackgroundThe core competencies of emergency triage nurses has an impact on the quality of medical services and patient treatment outcomes. However, research on learning objectives and educational content aimed at cultivating the core competencies of emergency triage nurses is limited. DesignA Delphi study. MethodsTo develop a draft of the teaching objectives and content for emergency triage nurses based on core competencies, a literature review, semistructured interviews and expert group meetings were conducted. Then, 24 experts were invited to provide feedback on the draft and suggest revisions through two rounds of Delphi consultation. ResultsConsensus was reached on six core competencies, 30 learning objectives and 43 educational contents. The response rate for the two rounds of expert questionnaires was 100%, with 79.2% and 54.2% of the experts providing feedback in the first and second rounds, respectively. The judgement coefficient (Ca) was 0.910, the familiarity coefficient (Cs) was 0.917 and the authority coefficient (Cr) was 0.914. The Kendall's W coefficients for the two rounds of expert inquiry were 0.321 and 0.334, indicating a statistically significant difference (P<0.05). ConclusionsConstructing learning objectives and educational content for emergency triage nurses based on core competencies is scientific and reliable and can provide a reference for the training and management of emergency triage nurses.

Development and evaluation of a collaborative reflection-based debriefing strategy for simulation-based education using virtual simulations in practical nursing: A randomized controlled trial

AimTo develop and validate a debriefing strategy for simulation-based education in practical nursing that fosters collaborative reflection and enhances nursing competencies. The study assesses the effects on knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and student satisfaction. BackgroundAdvancements in medical technology and the evolving healthcare landscape have increased nurses’ expectations, prompting nursing education to emphasize practical skills in addition to theoretical knowledge. The shortage of clinical practice wards, increased nursing school enrollments and a focus on patient rights have expanded traditional simulation-based education to include virtual clinical scenarios. MethodA randomized controlled trial was conducted with 66 fourth-year nursing students (34 in the experimental group and 32 in the control group) at Dongseo University, Pusan, Republic of Korea (IRB No. 2021-023-HR-02). The collaborative reflection-based debriefing comprised four phases: pre-debriefing, emotional relief, exploration of alternatives and expansion of thinking. The experimental group had three intervention sessions; the control group underwent individual debriefing after completing a structured reflective questionnaire. Outcomes were assessed post-intervention and at four and eight weeks. Data were analyzed using independent t-tests and repeated-measures analysis of variance (mixed model). ResultsThe experimental group exhibited significantly greater improvements in knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and satisfaction than the control group. ConclusionCollaborative reflection-based debriefing in simulation-based education can improve the nursing competency required in clinical settings.

Influence of Clinical Nursing Competency and Nursing Working Environment of Psychiatric Nurses on Person-Centered Care

Purpose: The purpose of this study was to determine effects of clinical competency and working environment of psychiatric nurses on person-centered care.Methods: This study was conducted in five hospitals located in Daegu city and Gyeongsang-do of South Korea. Participants were 153 psychiatric nurses who had experienced psychiatric nursing practice for at least 12 months. Data were collected from November 15, 2023 to December 31, 2023 using a structured questionnaire. Collected data were analyzed through multiple regression analysis using the SPSS 21.0 program.Results: Participants had a person-centered care score of 3.93 out of 5, a clinical competence score of 3.58 out of 5, and a working condition score of 3.08 out of 4. Regression analysis showed that clinical competence (β=.47, &lt;i&gt;p&lt;/i&gt;&lt;.001) and working conditions (β=.38, &lt;i&gt;p&lt;/i&gt;&lt;.001) were factors affecting person-centered care, with an explanatory power for person-centered care of 49.8% (F=36.42, &lt;i&gt;p&lt;/i&gt;&lt;.001).Conclusion: To enhance person-centered nursing competency of psychiatric nurses, it is essential to enhancing their working conditions and improving their clinical competence.

KAP ANALYSIS AND DECISION-MAKING OF NURSES REGARDING SEPSIS ASSESSMENT AND MANAGEMENT IN CRITICALLY ILL PATIENTS

Sepsis is a life-threatening condition that requires prompt identification and management, particularly in critically ill patients. Nurses play a pivotal role in sepsis management, and their knowledge, attitudes, and practices directly impact patient outcomes. However, there is limited data on the awareness and competency of nurses regarding sepsis assessment and management, especially in low-resource settings. Objective: This study aimed to evaluate the knowledge, attitudes, and practices (KAP) of nurses towards the assessment and management of sepsis in critically ill patients. Methods: A cross-sectional study was conducted in the Intensive Care Unit (ICU) and emergency department of DHQ Hospital, Narowal, from July 2023 to July 2024. A total of 100 ICU and CCU nurses were selected using convenience sampling. Data were collected through a 32-item questionnaire that assessed knowledge, attitudes, and practices related to sepsis. Additionally, the 24-item Nursing Decision-Making Instrument (NDMI) was used to evaluate decision-making skills. Descriptive statistics were calculated, and relationships between variables were analyzed using t-tests and ANOVA. Results: The mean knowledge score was 5.1 ± 1.8, with 83% of nurses demonstrating poor awareness of sepsis. The mean attitude score was 2.0 ± 0.9, with 85% of nurses displaying negative attitudes toward sepsis management. The mean practice score was 79 ± 17.8, with 72% of nurses showing poor practice skills. The mean decision-making score on the NDMI was 63.3 ± 19.6. Qualifications (p=0.010, p=0.00) and work experience (p=0.005, p=0.050) significantly influenced knowledge and practice scores. Moreover, knowledge and practice scores varied significantly with different modes of decision-making (p&lt;0.001, p=0.020). Conclusion: The study revealed that ICU and emergency department nurses had insufficient knowledge, negative attitudes, and inadequate practices concerning sepsis assessment and management. Training programs, targeted educational interventions, and policy reforms are urgently required to improve nurses' competency and decision-making skills in sepsis management, ultimately enhancing patient outcomes.

Analysis of Educational Needs of Home Care Nurses: Utilizing Borich’s Needs Assessment and the Locus for Focus Model

Purpose: This study analyzed educational needs of home care nurses to improve the quality of home care service and identify priority educational subjects. Methods: This study analyzed the training priorities of 54 home care nurses working at community service centers or public health centers in Seoul, Korea, using the Borich Needs Assessment and the Locus of Focus model. The home care nurses’ tasks were categorized into 21 tasks and 85 task elements. Results: Six priority educational subjects were identified: 1) health assessment and monitoring, 2) nursing records and information management, 3) health education and counseling techniques, 4) home care supplies management, 5) recipient identification and communication skills, and 6) care recipient classification and management. Activities related to one-on-one health management, such as health screening, measurements, and disease management counseling, were found to be high priorities. In contrast, small group program planning and operation were rated as a low priority. Conclusion: This study underscores the importance of incorporating identified educational needs into training curricula for home care nurses. Regular assessment and integration of these needs into educational programs are crucial for enhancing nursing competence and service quality.

Emotional Intelligence as Critical Competence in Nurses' Work Performance: A Cross-Sectional Study.

Emotional intelligence may help nurses to cope with demanding work environments where the need to improve the quality and safety of the care provided, as well as the care of the chronically ill, prevails. Although it is well known that emotional intelligence is positively related to work performance, the literature on nurses is limited. The aim of our study was to examine the impact of emotional intelligence on work performance in a sample of nurses in Greece. We conducted a cross-sectional study with 318 nurses. We collected data from a convenience sample of nurses during January 2024. Since we conducted an online survey through social media, our sample could not be representative of all nurses in Greece. For instance, older nurses may be underrepresented in our study due to limited access on social media. We measured emotional intelligence with the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and work performance with the Individual Work Performance Questionnaire (IWPQ). We created multivariable linear regression models adjusted for sex, age, educational level, and work experience. We followed the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. We found that the four streams of emotional intelligence (i.e., well-being, self-control, emotionality, sociability) increased nurses' work performance. In particular, we found a positive relationship between well-being and task performance (adjusted beta = 0.210, 95% CI = 0.140 to 0.281, p-value < 0.001) and contextual performance (adjusted beta = 0.135, 95% CI = 0.050 to 0.221, p-value = 0.002). Similarly, there was a positive relationship between self-control and task performance (adjusted beta = 0.136, 95% CI = 0.030 to 0.241, p-value = 0.012). Additionally, sociability increased task performance (adjusted beta = 0.223, 95% CI = 0.151 to 0.295, p-value < 0.001) and contextual performance (adjusted beta = 0.198, 95% CI = 0.111 to 0.286, p-value < 0.001). Moreover, emotionality (adjusted beta = -0.198, 95% CI = -0.319 to -0.076, p-value = 0.002) and sociability (adjusted beta = -0.133, 95% CI = -0.221 to -0.044, p-value = 0.003) reduced counterproductive work behavior. Our multivariable models identified a positive impact of emotional intelligence on nurses' work performance. Nurse managers and healthcare organizations should adopt appropriate interventions to improve nurses' emotional intelligence. Enhancing emotional intelligence among nurses can improve work performance and, thus, healthcare outcomes. Moreover, higher levels of emotional intelligence may empower nurses' compassion and resilience, fostering a supportive work environment. In this context, the well-being of both nurses and patients may improve.

Construction of an index system of core competence assessment for sleep medicine nurse specialists in China: a Delphi study

AimTo construct an evaluation index system for the core competence of nurses in sleep medicine specialties.BackgroundSpecialized nurses in sleep medicine must handle treatment, nursing, and management well, which requires nurses to have excellent competence in knowledge, skills, and ability. However, a competency evaluation system for sleep medicine nurses has not been established in China.MethodsWe used a literature review and an expert meeting to establish a draft indicator system. Subsequently, two rounds of correspondence were conducted with 27 experts from 5 provinces using the Delphi method to solicit their opinions on the core competency evaluation indicators for sleep medicine nurse specialists and to qualitatively evaluate the experts’ scores. The consensus was defined in advance as a mean score of 4.0 or above, with at least 75% agreement among participants. In this way, the final indicator framework was determined.ResultsThe final evaluation indexes of the core competencies for sleep medicine Nurse Specialists included 6 first-level indexes (Practical ability, Theoretical Knowledge, Critical thinking, Communication and coordination, Nursing Management, and Professional Development), 16 s-level indexes, and 64 third-level indexes. The effective response rates of the two expert consultation rounds were 100%. The expert authority coefficients were 0.878 and 0.865 in the first and second rounds of consultation, respectively. In the second round of consultation, the first, second, and third indexes of Kendall’s coefficient of concordance were 0.373, 0.351, and 0.286, respectively (P < 0.05).ConclusionThe core competence evaluation index system for sleep medicine nurses established in this study is scientific and reliable and can provide a theoretical reference for the training, assessment, and evaluation of sleep medicine nurses in the future.Implications for nursing managementThe evaluation index system of sleep medicine nurses’ core competence will provide an effective practical framework for nursing management to evaluate, train, and examine the core competence of sleep medicine nurses.

"Moral spaces": A feasibility study to build nurses' ethical confidence and competence.

Background: Pre-licensure ethics nursing education does not adequately prepare and instill confidence in nurses to address ethical issues, and yet ethics education provides nurses with greater confidence to take moral action, which can mitigate the negative effects of moral distress. Objectives: To assess the feasibility and acceptability of a nursing ethics education program that included simulated case-based ethics competencies as a form of evaluation. The program aimed at building nurses' ethical knowledge and confidence to respond to ethical challenges in practice. Research design: A prospective, longitudinal, correlational, single-cohort feasibility study using an investigator-developed survey and intervention field data. Participants and research context: Registered nurses were recruited from an academic quaternary-care medical center and 9 small- to mid-sized regional hospitals within one health system in the Midwest United States. Ethical considerations: IRB approval was obtained. Participants could complete the educational program regardless of research process participation. Findings: Of 20 participants, 19 (95%) provided post-program surveys and 18 completed competencies. Median (IQR) scores with quartiles for scheduling, timing, and length of sessions were all 10.0 [9.0, 10.0], and participants perceived that the content was interesting, increased knowledge and confidence in ethics, increased skills in providing ethical care, and would recommend the program to colleagues. Of factors, an increase in ethics knowledge had the highest "always agree" (17, 89.5%) response. Most participants reported that ethics competencies were appropriate 9.0 [9.0, 10.0] and sufficiently challenging 10.0 [9.0, 10.0]. Discussion: The education program developed nurses' ethics knowledge and confidence. The single-cohort feasibility design provided early-stage intervention outcomes; however, a larger randomized controlled trial would substantiate program value. Conclusion: This novel ethics education program was highly feasible and acceptable to hospital-based nurses who reported increased knowledge and confidence in providing ethical care. Simulated case-based ethics competencies were an appropriate evaluation method.

Analysis of the educational standard for training nurses with higher education and the development of their competencies as nursing managers

The object of the research of this article: the development of nursing in the Russian Federation based on identifying areas for improving the training of nursing specialists with higher education, expanding their professional, managerial and leadership functions. Subject of the study: organizational and managerial relations arising in the process of improving the activities of nurse managers based on the development of their organizational, managerial and research competencies. Objectives: To analyze federal state educational standards in the field of training "Nursing" for its compliance with the modern needs of the healthcare system of the Russian Federation and the development of nursing. To identify the shortcomings of the studied FSES and the competencies of nurses embedded in them, and to assess the presence of contradictions in the needs of the modern healthcare system of the Russian Federation and the real capabilities of nurses as managers of the nursing link To develop directions for the development of nursing and the improvement of the system of education or development of managerial skills and leadership qualities of nurses as managers of the nursing link.

Nurse performed bladder ultrasound: a clinical quality improvement initiative

Background: Bladder ultrasound (BUS) provides an accurate measurement of post-void residual (PVR) volume and bladder assessment. Access to BUS is dependent on practitioner availability with delays resulting in poor symptom management, delayed discharge and dissatisfaction. Developing nursing practice to perform BUS can address these patient’s needs. Aims: Through a quality improvement initiative the aims were (1) to develop theoretical knowledge and practical competence of nurses to perform BUS, (2) to evaluate nursing activity in relation to BUS, (3) to evaluate stakeholders perceptions of the initiative. Methods: Based on the Deming Plan-Do-Study-Act (PDSA) cycle, an interprofessional team was created and a theoretical/practical based education program was devised. Activity in relation to the nurse-performed BUS was collected and analysed descriptively. Stakeholder perceptions were evaluated via patient and physician questionnaires subject to descriptive analysis and a focus group with nurses analysed descriptively. Results: The team developed a training program to perform BUS, certifying 11 nurses. Investigation of nursing activity related to BUS (n = 202) showed its use for PVR evaluation, and symptom and catheter assessment. It aided decision-making and nurse-physician communication. Stakeholders were satisfied with the initiative. Patients (n = 30) felt nurses were competent, clearly explaining the procedure, results and inspiring confidence. Physicians (n = 2) saw BUS as enhancing efficiency and care quality, while nurses (n = 7) felt this new skill enhanced nursing care providing a more holistic approach. Team reflection on the results of the evaluation confirmed BUS utility and activity, while nurses requested continuing education and a post-certification refresher course. Conclusion: Through reflection on clinical practice areas for improvement to enhance patient care were identified by the nursing team. Application of the PDSA cycle provided a structured approach to guide the quality improvement initiative. Improvements in nursing care and patient care processes have been observed and this has been a positive experience for stakeholders.

Emergency department nurses' reflective thinking and patient safety competency: The mediating effect of patient safety culture

AimThis study aimed to identify the mediating effect of patient safety culture on the relationship between reflective thinking and patient safety competency in emergency department nurses. BackgroundGiven the complexity and the need for timely assessments and interventions in the emergency department, the patient safety competency of nurses is crucial for preventing safety incidents. MethodsThis study utilized a cross-sectional descriptive correlational design with a convenience sample of 200 emergency department nurses. Participants completed a web-based, self-administered questionnaire that assessed reflective thinking, patient safety culture, and patient safety competency. The percentile bootstrap method for mediation analysis was performed to ascertain the mediating role of patient safety culture in the relationship between reflective thinking and patient safety competency. ResultsBoth reflective thinking and patient safety culture were significant predictors of patient safety competency. Furthermore, patient safety culture was found to mediate the relationship between reflective thinking and patient safety competency among emergency department nurses. ConclusionsThe findings suggest that emergency department nurses could benefit from a competency enhancement program or quality improvement projects that focus on reflective thinking and patient safety culture, which are significant predictors of patient safety competency.

How emotional contagion shapes spiritual care competence: Insights from a cross-sectional study on intensive care nurses.

Intensive care units (ICUs) are environments where nurses are open to emotional interactions because of complex structures and dynamic relationships. Nurses' susceptibility to emotional contagion and their spiritual care competence may affect the quality of care by influencing their ability to manage and respond to the emotional dynamics present in these environments. This study aimed to determine the level of emotional contagion and spiritual care competence in intensive care nurses. This study is a descriptive cross-sectional study conducted with 199 nurses working in the ICUs of a training and research hospital in Turkey. The data were collected between December 2021 and June 2022 using the Emotional Contagion Scale (ECS) and the Spiritual Care Competence Scale (SCCS). The mean score of the nurses was 50.29 ± 15.36 on the ECS and 90.29 ± 29.53 on the SCCS. A statistically significant difference was found between the ECS and SCCS and gender, marital status, weekly working hours and some approaches about spiritual care (p < .05). It was determined that there was a statistically significant positive correlation between the total scales and sub-dimensions of the ECS and SCCS (p < .05). In this study, it was found that intensive care nurses' susceptibility to emotional contagion was high, and that their spiritual care competence was at a moderate level. The results show that gender, marital status, weekly working hours, type of ICU and some approaches about spiritual care are crucial factors in nurses' emotional contagion and spiritual care competence. In addition, as the intensive care nurses' susceptibility to emotional contagion increased, their spiritual care competence also increased. The results of this study will guide the planning of interventions to protect intensive care nurses from the negative effects of emotional contagion and increase their spiritual care competence. It is necessary to protect intensive care nurses from the negative effects of emotional contagion and to increase their competences in spiritual care.

Exploration of the cultivation path of cross-cultural nursing competence of registered nurses

Exploration of the cultivation path of cross-cultural nursing competence of registered nurses

Identification of statewide core competencies for new graduate nurses at the beginning of practice and after a 12-month nurse residency program

AimTo inform the development of statewide core competencies for new graduate nurses at the beginning of their professional career and after completing a 12-month nurse residency program. BackgroundAlthough studies have attempted to clarify the expected core competencies of new graduate nurses at the beginning of their professional career, results are mixed. Additionally, nurse residency program competency expectations vary. DesignA retrospective cross-sectional study using a purposive sample of a national nurse residency program database. MethodsWilcoxon Signed Rank tests compared retrospective self-report data between January 1st 2017 and December 31st 2019, from 2916 acute care hospital new graduate nurses working in the state of Maryland, USA, to examine their perceptions of competency at hire and after completing a nationally standardized 12-month nurse residency program. The study used six domains from the Casey Fink Graduate Nurse Experience Survey© 2006 and the Vizient/AACN Nurse Residency Program™ Progression survey. ResultsNew graduate nurses' self-report of competency increased from a mean score of 4.81 at the beginning of a nurse residency program to 6.67 after completion of 12-month nurse residency program (scale of 0–10). At the beginning of a nurse residendy program, new graduate nursesreported a low level of comfort in three of the six survey domains: communication and leadership, high-intensity skills and patient safety. At 12 months, new graduate nurses reported higher levels of comfort in all six survey domains, with statistically significant increases (Wilcoxon Signed Rank test, α =0.05). ConclusionsFour domains for ongoing competency development were identified for the nurse residency program curriculum—communication and leadership, patient safety, complex patient assignments and end-of-life care—with the expectation that new graduate nurses achieve competency at program completion. New graduate nurses’ perceptions corroborated findings from a statewide study of academicians and practice leaders, thus helping to develop realistic core competencies for new graduate nurses entering the workforce and after completing a 12-month nurse residency program.

Professional competences of emergency department nurses working in the earthquake region on triage management in children and the difficulties experienced by nurses in the decision-making process: A qualitative study

Limited resources in disasters may negatively affect the care of paediatric patients and cause complications to be prevented. The aim of this study was to investigate the professional competence of nurses regarding triage management in children during the Kahramanmaraş earthquake and the difficulties they experienced in the decision-making process. This study used a qualitative exploratory research design with a phenomenological approach. In-depth interviews were conducted with the participants individually and through focus group discussions using a semi-structured interview form. A total of 23 participants working in the emergency department during and after the earthquake were included in this study, which was conducted using a purposive sampling technique. Data were analyzed using content analysis procedures. Max Qualitative Data Analysis (2020) programme was used to code the data. As a result of data analysis, 4 main themes and 15 sub-themes emerged. The four main themes were “Professional Competencies of Nurses During Disasters,” “Triage Decision in the Emergency Department,” “Expectations of Nurses Working in a Disaster Area” and “Participation in Disaster Education”. The results of this study showed that nurses are exposed to difficulties arising from many individuals, psychological, professional, environmental, and educational variables in the early period of disaster. Participants' views revealed a strong relationship between being professionally competent, providing appropriate care to patients and emotional exhaustion.

Development of an emergency science popularization capacity index system for nurses in China-A Delphi study.

To construct a popularization of an emergency science capacity index system for nurses based on the iceberg model. A mixed-method research design incorporating quantitative and qualitative components was used. In this study, the first draft of the questionnaire was developed through literature analysis and semi-structured interviews. According to the Delphi expert inclusion criteria, 20 experts with rich experience in the field of science popularization were selected, and the system of emergency science popularization ability of nurses was ultimately developed through two rounds of consultation according to the Delphi method. The weights of various indicators were determined through hierarchical analysis. Following two rounds of Delphi surveys, a total of 3 primary, 6 secondary, and 26 tertiary indicators were identified. The indicators were found to be highly significant, with variation coefficients ranging from 0.063 to 0.140. The Kendall's harmonization coefficients for the primary, secondary, and tertiary indicators were 0.350, 0.341, and 0.146, respectively. The popularization of the emergency science capacity system has a certain scientific and practical significance, which is of guidance to the competency of nurses in public health emergencies. No patient or public contribution. This study did not involve patients, service users, caregivers, or members of the public.