Competence Of Nursing Students Research Articles

Promoting Global Health Knowledge and Cultural Competence of Swedish and Somali Nursing Students Through Collaborative Virtual Seminars: A Qualitative Descriptive Study.

Engaging nursing students in transdisciplinary learning and collaborative activities will prepare them for future roles in promoting global health knowledge and cultural competence. The purpose of this study was to describe undergraduate nursing students' experiences of participating in collaborative virtual seminars intended to promote global health knowledge and increase cultural competence between a university in Sweden and a university in Somaliland. A qualitative descriptive study using semi-structured individual interviews and focus group discussions was conducted. Notably, 27 nursing students who participated in a collaborative virtual seminar were included. Data were analyzed using inductive qualitative content analysis. Nursing students reported having gained profound comprehension of and a broadened perspective on global health, cultural awareness, and curiosity crucial for their roles as future global nurses. Fostering global health knowledge and cultural competence among nursing students through collaborative virtual seminars is advantageous as it enhances their cultural competence in nursing.

Comparison of Predisposition to Ethical Values and the 21st Century Competencies of Midwifery and Nursing Students in Y and Z Generations

The aim of this study was to comparison of predisposition ethical values and the 21st century competencies of midwifery and nursing students in Y and Z generations. A comparative and cross-sectional study was adopted. Data were collected between April and June 2022. The study was carried out a total of 258 students, 114 from generation Y and 144 from generation Z at the time of the research and who volunteered to participate in the research were included. Research data were collected using a “Personal Information Form,” the “The Predisposition to Ethical Values” and the “21st Century Competency Scale.” In the present study the sub-dimensions of 21st Century Competency; knowledge, character, meta learning sub-dimensions were found higher in the Y than Z generation (p

Evaluation of Evidence-Based Practice Competency among Greek Undergraduate Nursing Students.

For several years, the global scientific community has accepted and recognized the importance of evidence-based practice for nursing science. The main factor for the implementation of evidence-based practice is the competence of undergraduate nursing students towards evidence-based practice, so that they as active nurses are ready for its application in their clinical practice, in order to provide better care for their patients. The aim of the present study is to examine the level of evidence-based practice competency evaluated with the self-reported Evidence-Based Practice Competence Questionnaire. It is important to mention that such a study has not been conducted on nursing students in Greece, but only on registered nurses. A quantitative study based on cross-sectional design was conducted from February to June 2022 in a convenience sample of Greek undergraduate nursing students. The SPSS 26.0 program was used to perform descriptive, bivariate, and multivariate analyses. A total of 175 undergraduate students participated at the Hellenic Mediterranean University Department of Nursing (Greece), specifically from the 2nd and 3rd academic years. The mean score of the Evidence-Based Practice Competence Questionnaire for nursing undergraduate students was 3.03 ± 0.26, indicating moderate evidence-based practice. Among the Evidence-Based Practice Competence Questionnaire dimensions, mean scores of 3.03 ± 0.32 for attitude toward evidence-based practice, 3.01 ± 0.49 for skills in evidence-based practice, and 3.03 ± 0.49 for knowledge in evidence-based practice were obtained. Significant differences among participants' mean Evidence-Based Practice Competence Questionnaire scores regarding gender (p = 0.766), age (p = 0.400), academic year (p = 0.153), and training in the field of research methodology (p = 0.538) were not found. It appears that the level of readiness towards evidence-based practice is mediocre among undergraduate nursing students at a university in Greece. Therefore, it is necessary to carry out new studies in the future, so that there is a correct approach of all the elements that contribute to the readiness of nursing undergraduate students regarding evidence-based practice.

Nurturing ethical insight: exploring nursing students’ journey to ethical competence

BackgroundEthical competence is a key competence in nursing and the development of the competence is a central part in nursing education. During clinical studies, nursing students face ethical problems that require them to apply and develop their ethical knowledge and skills. Little is known about how ethical competence evolves during students’ initial clinical placements. This study explored the development of ethical competence in first-year nursing students during their first clinical placements in nursing homes.MethodsThis exploratory-descriptive qualitative study used focus group interviews to collect data and a phenomenological hermeneutical method for analysis. Twenty-eight first-year nursing students participated in six focus groups. The data were collected between March and April 2024 at Oslo Metropolitan University in Norway.ResultsThe naïve reading of the data involved an awareness of the students applying their prior knowledge, modifying their prior knowledge and developing skills that allowed them to manoeuvre ethical practices that, in some cases, appeared excellent and, in other cases, grim. The structural analysis identified three themes: (i) ethical competence forges in practice, (ii) ethical competence evolves at the intersection of knowledge and skills and (iii) ethical competence unfolds through meaningful discussions. A comprehensive understanding of the data was formulated as ‘Being on a journey towards ethical competence’. This presents a metaphor illustrating that nursing students embark on a journey towards ethical competence; from their point of departure, their clinical experiences forge the essential waypoints along their path, knowledge and skills fuelling their navigation in rugged terrain towards their destination.ConclusionsNursing students’ ethical competence evolved in intricate ways during their initial clinical period. Being informed bystanders or participants in the care of nursing home residents in situations of ethical tension may be a unique position enabling students to evaluate care options differently from those immersed in the ward culture. The findings indicate that organised professional development in nursing homes needs to focus on more reflexively driven ways of supervising students in their first clinical study period. Educational institutions need to continue and further develop reflection-based learning activities and meeting points with students and their peers during their clinical placement periods.

Effectiveness of interventions for the prevention or management of workplace violence in student nurses during clinical placement: A systematic review.

To systematically investigate the effectiveness of interventions for managing workplace violence experienced by registered nursing students during clinical placement. A systematic review of experimental studies. The review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The key search concepts such as "Nursing students", "Education", "workplace violence", "clinical placement" and "clinical study" were inspected to identify relevant articles (Appendix A). Two independent reviewers completed screening, critical appraisal and data extraction. Due to heterogeneity among the included studies, results were synthesized narratively. MEDLINE (Ovid), CINAHL (EBSCOhost), Web of Science Core Collection (Clarivate Analytics), Scopus (Elsevier), Embase (Ovid), Cochrane CENTRAL, ERIC (ProQuest), ProQuest Central and ProQuest Social Science Premium Collection were searched from inception to 27th February 2023. A total of 13 studies were included in this review. The predominant intervention for managing workplace violence experienced by registered nursing students during clinical placements was education. Approaches varied among studies and included didactic teaching, e-learning, role-playing and simulation practice. The included studies showed uncertain improvements in registered nursing students' confidence, coping skills, knowledge, competence and self-efficacy in dealing with workplace violence during clinical placements. Only one study assessed the incidence rate of workplace violence and found that a multi-faceted intervention involving both staff and students decreased the incidence. Given the heterogeneity of educational interventions, the effect of interventions for managing workplace violence during students' clinical placement is uncertain. To address this gap, high-quality, proactive and combined interventions at both institutional and organizational levels are needed.

Hemşirelik Öğrencilerinin Uygulama Alanlarındaki Şiddet Deneyimi ve Şiddet Yönetimi Yeterliği: Tanımlayıcı ve Kesitsel Araştırma

Amaç: Bu çalışma, hemşirelik öğrencilerinin uygulama alanlarındaki şiddet deneyimlerini ve şiddet yönetimi yeterliklerini belirlemek amacıyla yapıldı.
 Yöntem: Tanımlayıcı ve kesitsel tipte yapılan araştırmanın evrenini, bir devlet üniversitesinin 2022-2023 akademik yılı bahar dönemi içerisinde hemşirelik bölümünde aktif öğrenim görmekte olan 296 lisans öğrencisi oluşturdu. Araştırmada örneklem seçimine gidilmeksizin araştırma kriterlerine uyan 225 hemşirelik bölümü öğrencisi araştırmaya dahil edildi. Araştırmanın verileri, “Tanıtıcı Bilgiler Formu’’ ve “Hemşirelik Öğrencileri İçin Uygulama Alanlarında Şiddet Yönetimi Yeterlik Ölçeği’’ kullanılarak toplandı.
 Bulgular: Öğrencilerin %24.4’ünün klinik uygulamalarda şiddete maruz kaldığı, %48.9’unun şiddete maruziyetlerinin klinik uygulamalarını etkilediği, %70.2’sinin meslek hayatında şiddet yaşama endişesi duyduğu ve %94.7’sinin lisans müfredatında şiddet yönetimine yönelik ders içeriklerine yer verilmesi gerektiğini düşündüğü tespit edildi. Öğrencilerin Şiddet Yönetimi Yeterlik Ölçeği toplam puan ortalamaları 94.0±27.5 olarak bulundu. Hemşirelik öğrencileri için uygulama alanlarında şiddete maruz kalındığında ne yapılması gerektiğini bilme durumu ile şiddet bilgi yönetimi alt boyut ve toplam puan ortalamaları arasında anlamlı ilişki saptandı (p

Research utilization competence of postgraduate nursing students: A cross-sectional study

Previous studies of research utilization competence of master's level nursing students have mostly focused on evaluations after a single evidence-based practice course. In this study, research utilization is defined as the process of acquisition, critical reading, and implementation of research knowledge. The aim of the study was to analyze the research utilization competence of postgraduate nursing students at the beginning and end of master's degree studies in Finland. Data were collected online from two groups of students ( n = 33 and n = 60) with the structured Competence in Research Utilization-2 instrument and analyzed statistically. The study was reported using the STROBE guidelines. The students’ attitudes towards research utilization were positive. Students’ knowledge of research utilization was excellent and their skills were good at the end of their studies; they were higher than at the beginningof their studies. The study suggests that theoretically oriented nursing science education, including studies on conducting research, strengthens the research utilization competence needed for evidence-based practice.

Effects of mind mapping based on standardized patient program in patient education among postgraduate nursing students in clinical setting

BackgroundPatient education as an important process of postgraduate nursing education, however in previous studies there was limited study focus on the improvement of nursing students’ patient education in clinical practice.This study examined the effects of a mind mapping based on standardized patient program in the patient education knowledge and communication competence of postgraduate nursing students in clinical setting.MethodsThe present quasi-experimental study was performed in 2022 on 74 postgraduate nursing students who had taken clinical practice courses at affiliated hospital of Zunyi Medical University. Students were underwent two weeks of mind mapping based on standardized patient program. The outcome measures were patient education knowledge and communication competence evaluated were by the self-designed questionnaire consisting of 6 questions based on the Likert scale and nurse-patient communication competency rating scale respectively, self-efficacy was evaluated by the general self-efficacy scale, and patients’ satisfaction were measured using a self-designed question. Data collection was conducted before and after intervention. Data analysis was performed using SPSS 19.0 software, and descriptive statistics and inferential statistics were performed.ResultsSignificant improvements in patient education knowledge, patient education communication competence, and self-efficacy (all P = 0.000)were observed after intervention. Improvements were also seen in measures of patients’ satisfaction; 12/74 (16.22%) patients reported satisfied at baseline but only 53/74 (71.62%) at the end of intervention.ConclusionsA web-based mind maps integrated with standardized patient program could improve patient education knowledge, communication competence,and self-efficacy of postgraduate nursing students in clinical setting.

졸업학년 간호대학생의 메타인지, 전공만족도 및 핵심기본간호술 수행자신감이 임상수행능력에 미치는 영향

졸업학년 간호대학생의 메타인지, 전공만족도 및 핵심기본간호술 수행자신감이 임상수행능력에 미치는 영향

Turkish Adaptation of Nursing Students Competence Instrument

Objective: The study was conducted to examine the validity and reliability of the Nursing Students Competence Instrument, which was developed in order to evaluate the competences of nursing students, for the Turkish society.
 Methods: This methodological study was conducted with the participation of 224 third and fourth-year nursing students studying at a state university in Turkey. Identifying Information Form and Nursing Students Competence Instrument were used for data collection. In order to determine the validity of the scale, linguistic content validity analysis and confirmatory factor analysis were performed. In order to identify the reliability of the scale, test-retest and Cronbach’s alpha analysis were used.
 Results: In line with the validity and reliability analyses of the scale, it was determined that the model was compatible according to fit indices of confirmatory factor analysis (X2/sd= 2.42, RMSEA= 0.08, SRMR= 0.07). The Cronbach’s alpha coefficient of the scale was determined to be 0.96, and the Cronbach’s alpha coefficients of the subscales varied between 0.92 and 0.94.
 Conclusion: It was determined that the Turkish adaptation of the “Nursing Students Competence Instrument” was a valid and reliable scale for measuring the competence levels of nursing students. It is recommended to administer the scale to larger samples and to plan interorganizational comparative studies in order to identify nursing students’ competences.

Self-assessed competence of final-year nursing students.

To examine the overall level of self-assessed competence of final-year nursing 'bachelors' degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence. A cross-sectional observational study. Data were collected with the Czech version of the Nurse Competence Scale from 274 final-year nursing students of the bachelor's nursing program. Data were analysed using descriptive statistics and multiple regression analyses. Majority of the students (80.3%) assessed their level of competence as good or very good. The highest level of competence was assessed in the category of 'managing situations' (VAS mean 67.8) and 'work role' (VAS mean 67.2). Previous work experience in healthcare and successful supervisory experience had a positive association with self-assessed competence. Students who completed clinical placement during the COVID-19 pandemic assessed their level of competence as lower than students before the pandemic. No Patient or Public Contribution.

A Study on the Cultural Competence of Korea and China Nursing Students

A Study on the Cultural Competence of Korea and China Nursing Students

Effects of video-recorded role-play and guided reflection on nursing student empathy, caring behavior and competence: A two-group pretest-posttest study

AimThe study examined the differences in nursing student empathy, caring behavior and competence between the experimental and control groups before and after educational intervention and to predict the factors affecting their core competencies. BackgroundEducating nursing students in empathy and caring behaviors before entering clinical practice is challenging. DesignWe used a two-group pretest and post-test quasi-experimental design. MethodsFirst-year nursing students from medical schools in Taiwan participated in our study. Data were collected between March and May 2022. The learning method used with the intervention group was role-playing with videos and guided reflection. The control group was exposed to traditional curriculum. Empathy, caring behavior and competence were measured using the Jefferson Scale of Empathy- Healthcare Providers, the Caring Behaviors Scale and the Nursing Student Competence Scale. ResultA total of 72 participants (40 in the experimental group and 32 in the control group) were included in the final statistical analysis. The response rate was 92%. Statistically significant differences in nursing student empathy, caring behavior and competence were observed between the experimental and control groups (p < .05). The η2 effect levels were 0.083, 0.223 and 0.270. Higher caring behavior scores were significantly associated with higher nursing student competence scores (β = 0.81, 95% CI:0.66–0.97). ConclusionsEducation based on video role-play and guided reflection improved empathy, caring behavior and nursing competence in first-year nursing students.

Development and evaluation of a neonatal intensive care unit medication safety simulation for nursing students in South Korea: a quasi-experimental study.

Nursing students are susceptible to medication safety incidents in the neonatal intensive care unit (NICU) related to a lack of communication experience. The purpose of the present study was to investigate the impact of a NICU medication safety simulation (NMSS) focusing on communication clarity, patient hand-off confidence, and patient safety competency in senior-year nursing students. The study utilized a nonequivalent control group pretest-posttest design. In total, 60 nursing students were assigned to two groups. The experimental group participated in the NMSS, which included three medication error scenarios. Pairs of students completed the scenarios together in 10 to 20 minutes. Data were analyzed using the chi-squared test, independent t test, and ANCOVA. The experimental group showed significant improvements in communication clarity (p=.015), and patient safety competency (p<.001) compared to the control group. Using the pretest values as covariates, patient hand-off confidence scores significantly increased (p=.027). Implementing the NMSS focusing on communication in the pediatric nursing curriculum helped students to communicate clearly and concisely about medication errors, and its use is recommended to promote patient safety competency in the NICU.

Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation

BackgroundSafe pharmaceutical care requires competent nurses with specific knowledge, skills and attitudes. It is unclear whether nursing students are adequately prepared to perform pharmaceutical care in practice. Mapping their pharmaceutical care competences can lead to a better understanding of the extent to which curricula fit expectations of the labour market. ObjectivesTo assess pharmaceutical care competences of final-year nursing students of different educational levels. DesignA cross-sectional survey design. SettingsIn 14 European countries, nursing schools who offer curricula for level 4 to 7 students were approached. ParticipantsThrough convenience sampling 1741 final-year student nurses of level 4 to 7 were included. Sampling strategies were country-specific. MethodsA web-platform was developed with an assessment of the level in which students mastered pharmaceutical care competences. Knowledge questions, case studies (basic/advanced level), self-reported practical skills and attitudes were evaluated. ResultsMean scores for knowledge questions differed significantly (p < 0.001) between level 5 (56/100), level 6 (68/100) and level 7 students (72/100). For basic cases level 5 students reached lower scores (64/100) compared with level 6 (71/100) and level 7 (72/100) students (p = 0.002 and p = 0.005). For more advanced cases no difference between levels was observed (overall mean 61/100). Most students (63–90 %) considered themselves skilled to perform pharmaceutical care and had positive attitudes towards their participation in pharmaceutical care (65–97 %). ConclusionsRelatively low knowledge scores were calculated for final-year student nurses. In some domains, lower levels of students might be insufficiently prepared to take up responsibilities in pharmaceutical care. Our assessment can be used as a tool for educators to evaluate how prepared nursing students are for pharmaceutical care. Its further implementation for students of different educational levels will allow benchmarking between the levels, both within and between countries.

Defining Foundational Competence for Prelicensure and Graduate Nursing Students: A Concept Analysis and Conceptual Model

AimTo define the concept of foundational competence as it pertains to prelicensure and graduate nursing students during their educational program, thereby informing pedagogical and assessment practices. BackgroundCompetence has many definitions and uses, however a lack of consensus of a clear and useful definition in nursing persists. Without shared language, competence remains open for interpretation across and among groups and impedes the ability to teach and assess it in a competency-based education framework. MethodUsing the Walker & Avant method of concept analysis, literature was reviewed and synthesized to define and explain the concept of foundational competence in nursing using evidence and practice from various disciplines. FindingsAntecedents, attributes, empirical referents and consequences of foundational competence were identified. DiscussionThe components and uses of the concept of foundational competence are presented to guide pedagogical and assessment practices necessary for competency-based education in nursing.

Building Spiritual Care Competency in Undergraduate Psychiatric Mental Health Nursing Students: A Quality Improvement Project.

Purpose: The spiritual care of patients is often overlooked in health care as many nurses are unprepared to provide competent, holistic care that addresses patients' spiritual needs. Since undergraduate academic instruction prepares nurses for practice, innovative strategies that train pre-licensure nurses to care for the spiritual needs of patients are essential. Design: A course needs assessment identified spiritual care as the most deficient competency for undergraduate psychiatric students. A three-phase quality improvement project designed to increase student awareness and practice of spiritual care included (a) development of a quality improvement plan, (b) implementation, and (c) outcome evaluation. Methods: Spiritual care was introduced into the Spring 2020 semester through didactic content and experiential practice. Additionally, an evidence-based spiritual assessment tool (i.e., HOPE questions) was integrated into the course to train students for use in clinical and simulation. Surveys were used to compare the 2019 and 2020 cohorts. Findings: Results showed a statistically significant increase in students' perception of spiritual care competency after project completion. Conclusions: Future implications include the use of similar methods to improve spiritual care competency for pre-licensure nursing students. Keywords: Spiritual care, undergraduate nurse, spiritual assessment.

Efficacy of a blended learning programme in enhancing the communication skill competence and self-efficacy of nursing students in conducting clinical handovers: a randomised controlled trial

BackgroundA clinical handover is an essential nursing practice that ensures patient safety. However, most newly graduated nurses struggle to conduct clinical handovers as they lack sufficient communication skill competence and self-efficacy in this practice. This study aimed to examine the efficacy of a blended learning programme on the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers.MethodsA randomised controlled design was used. A convenience sample of 96 final-year baccalaureate nursing students at a local university. Data were collected in 2020. Participants were randomly assigned to either an experimental group (n = 50) that received a blended learning programme with face-to-face training and an online module on handover practice, or a waitlist control group (n = 46) that received only face-to-face handover training during the study period and an online module immediately after the completion of data collection. The primary outcome was the communication skill competence and the secondary outcome was the self-efficacy of the participants in conducting clinical handovers. An analysis of covariance was used to examine the between-subjects effects on self-efficacy and communication skill competence in conducting clinical handovers after controlling for the significantly correlated variables. A paired sample t-test was used to determine the within-subjects effects on self-efficacy.ResultsThe participants in the experimental group had significantly higher communication skill competence (p < 0.001) than those in the waitlist control group. Although both groups showed a significant improvement in self-efficacy, the mean scores of the experimental group were higher than those of the waitlist control group (p < 0.001).ConclusionsThis study demonstrated the efficacy of a blended learning approach in improving the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers. Nurse educators should incorporate a blended learning approach into the nursing curriculum to optimise the content of training programmes for teaching nursing students in conducting clinical handovers.Trial registrationThe study protocol was registered in the Registration ClinicalTrials.gov (NCT05150067; retrospective registration; date of registration 08/12/2021).

Prebriefing in Nursing Simulation: Does the Use of Concept Mapping in The Prebriefing Process Impact Clinical Competence in Nursing Students?

Background: The purpose of this study was to evaluate the impact of a concept map in the prebriefing on clinical competence of nursing students in a prelicensure associated degree nursing program. Methods: A prospective, quasi-experimental, comparative, post-test-only project was implemented using a concept map in the prebriefing process to evaluate the impact on clinical competence in nursing students in a prelicensure associated degree nursing program. Results: The evaluation of 115 nursing students enrolled in first-year nursing courses revealed no overall increase in clinical competence using a concept map in the prebriefing process. Although not captured, students stated they felt the concept map positively impacted their critical thinking during simulation. Conclusions: A concept map in the prebriefing process may impact the clinical competency of nursing students. Further evaluation is warranted to determine the impact of a concept map in the prebriefing process on clinical competence.

Technical competency required by postgraduate psychiatric nursing students: A qualitative research.

Technical skills result in the patient's safety. Psychiatric nurses need to learn and apply them to provide effective and secure cares. This study explains the technical competency required for postgraduate psychiatric nursing students. This conventional qualitative content analysis study is part of a larger study on the clinical competency of postgraduate psychiatric nursing students performed in Iran in 2020. A qualitative study was conducted at universities holding master's degree courses in psychiatric nursing. Participants were instructors and postgraduate psychiatric nursing students, psychiatric nurses, psychologists, and psychiatrists selected by purposeful sampling method. Sampling continued until data saturation was achieved. Data were collected through a semi-structured individual interview and were analyzed by conventional qualitative content analysis. The "technical competency" has two subcategories of "specialized knowledge" (including general nursing knowledge, psychiatric nursing knowledge, and basic knowledge of psychology) and "application of knowledge in practice" (including clinical experience, skills of psychiatric nursing interventions, educational skills, and research and evidence-based practice skills). The psychiatric nursing student learns and operates knowledge of psychiatric nursing, psychology, education, and research, besides improving their knowledge of general nursing.