Competence Of Nurses Research Articles

The relationship between general self-efficacy and nursing practice competence for second-year nurses: Empirical quantitative research.

To examine the relationship between general self-efficacy and nursing practice competence for nurses in the second year of employment. A cross-sectional design was used. The study included 596 nurses in their second year of employment at 75 medical facilities across Japan and used an online questionnaire survey for data collection. The covariance structure analysis showed the path from general self-efficacy (latent variable) to nursing practice competence. Positive correlations were found between all factors on both scales. Multiple regression analysis results showed that the general self-efficacy factors of 'positivity in behavior' and 'confidence in social competence' affect nursing practice competence. This study emphasizes the importance of enhancing the general self-efficacy of second-year nurses to improve their nursing practice competence. To achieve this, it suggests developing strategies from the perspective of the factors that comprise general self-efficacy. The findings suggest that improving general self-efficacy can enhance nursing practice competence, which could inform the development of interventions to support nurses in improving their competence. The study provides basic data for improving nurses' practice competence. This study is the first to establish a relationship between general self-efficacy and nursing practice competence among second-year nurses. It demonstrates the significance of general self-efficacy in enhancing nursing practice competence, particularly for second-year nurses worldwide who may be struggling with their nursing practice competence and considering leaving the profession. The findings offer practical implications for stakeholders involved in nursing education and training programs, with potential applications in professional development. This manuscript adheres to the STROBE guidelines for the reporting of cross-sectional studies. There was no patient or public contribution.

Capabilities Toward Intravenous Patient-Controlled Analgesia: A Cross-Sectional Study of Registered Nurses Working in Two Tertiary Hospitals in China and Thailand

An increased interest has been observed in the wide use of intravenous patient-controlled analgesia (IV-PCA) to control acute postoperative pain in both China and Thailand. The safety and efficacy of IV-PCA in patient care requires competent and capable staff nurses. This study aimed to appraise the capabilities of Thai and Chinese registered nurses regarding IV-PCA as a guide to develop educational programs. A descriptive cross-sectional survey was conducted with 203 Chinese and 270 Thai registered nurses. An anonymous self-report questionnaire addressing 6 domains of capabilities toward IV-PCA was used to collect the data. Descriptive and inferential statistics were employed to analyze the data. The study found that the mean percentage scores (MPS) of the overall capability on IV-PCA of the Thai and Chinese nurse participants were 55.5 (mean [M] = 57.3, standard deviation [SD] = 4.9) and 62.6 (M = 58.7, SD = 13.0), respectively, which indicated very low and low levels. Barriers to the use and care of patients receiving IV-PCA after surgery according to the Thai and Chinese nurse participants included a lack of knowledge and systematic training regarding IV-PCA and a lack of first-hand experience in providing care for IV-PCA patients. The study results call for intensive and effective training and education concerning all domains for registered nurses involved with patients receiving IV-PCA.

Interpersonal competence as a moderator in the relation between occupational stress and organizational adaptation among nurses: A cross-sectional study

PurposeThis study examined the relationship between occupational stress and organizational adaptation among nurses and analyzed the moderating effects of interpersonal competence on this association. BackgroundIn the rapidly changing medical industry, nurses must adapt to their healthcare organizations and competently provide care. Higher levels of stress in nurses, which have been reported recently, can decrease their organizational adaption levels. This highlights the need for more research examining ways to address the impacts of nurses' occupational stress on organizational adaptation. Since interpersonal competence has been shown to mitigate the negative consequences of job stress, we hypothesized that improved interpersonal competence would moderate the relationship between occupational stress and organizational adaptation. Design and methodsWe employed a cross-sectional study design using online survey data from 500 nurses in Korea, recruiting participants through a recruitment advertisement on a mobile application widely used by nurses. We used descriptive statistics and multiple linear regression to conduct our data analysis, testing eight models to fit occupational stress (7 subdomains and overall), interpersonal competence, organizational adaptation, and the interaction term (stress*interpersonal competence) while controlling for demographic variables. ResultsOf the 500 sampled nurses, most were female with a mean age of 27 and four years of nursing work experience. All models tested were significant, explaining 52–61 % of the variance in organizational adaptation. As hypothesized, our analysis revealed negative relationships between occupational stress (overall and subdomain scores) and organizational adaptation. Nurses' interpersonal competence had significant moderating effects on the negative relationships between all subdomains of occupational stress and organizational adaptation, except job insecurity and interpersonal conflict. ConclusionsTo raise nurses' organizational adaptation levels, stakeholders should address occupational stressors. Cultivating interpersonal competence will alleviate the negative impacts of stress in nurses. Stakeholders should acknowledge the importance of interpersonal competence for nurses and prioritize providing continuing education in schools and hospitals to foster interpersonal competence.

Constructing a Competency Evaluation Index System for Nursing Positions in a Chronic Kidney Disease Management Centre.

The Chronic Kidney Disease Management Centre (CKDMC) primarily focuses on developing a new system for early screening, standardised diagnosis, treatment, and the long-term follow-up management of patients with chronic kidney disease (CKD) to enhance CKD prevention and management. Nurses play a pivotal role in the comprehensive management of CKD, contributing considerably to the improvement of patient survival. Consequently, this study constructs an evaluation index system for nursing positions in the CKDMC, delineating the required competencies of nurses and providing a foundation for their targeted training. A literature review and semi-structured interviews were used to develop the competency evaluation index system for nursing positions at the CKDMC. The Delphi method, involving expert correspondence, was employed over two rounds of inquiry with 16 experts, focusing on screening, modifying, and refining the indicators at all levels. The response rates for the first and second rounds of the questionnaire were 100% and 93.8%, respectively, with expert authority coefficients of 0.73 for both rounds. The finalised competency evaluation index system includes 3 primary indicators (theoretical knowledge, practical skills, and professional attitude), 10 secondary indicators, and 44 tertiary indicators. The study successfully established a CKD specialist nurse competency evaluation index system comprising 3 primary, 10 secondary, and 44 tertiary indicators. The consensus among experts was high, rendering the results scientific, objective, and reliable. This system can serve as a basis for the training, selection, and competency evaluation of nursing professionals in CKDMCs.

Nurses' health education competence and health literacy: A cross-sectional survey in Chinese county hospitals

AimThis study aims to assess the health education competence of nurses in China's county hospitals, examining its relationship with health literacy and other influencing factors, such as receipt of health education training, and acquisition of health knowledge. BackgroundNurses are pivotal in delivering health education, which is crucial for improving health outcomes. In rural China, the prevalent low health literacy, stemming from limited access to health guidance, necessitates an evaluation of nurses' health education competence in county hospitals. Understanding these competencies and their influencing factors is essential to enhance the health literacy of the Chinese population. DesignA cross-sectional study. MethodsThe study surveyed 692 nurses from nine county hospitals in Shanxi Province, China, using convenience sampling. The analysis employed descriptive statistics, t-tests, ANOVA, Pearson's correlation, and hierarchical multiple linear regression. ResultsThe study revealed a low level of health education competence among the surveyed nurses, with total health education scores averaging 3.77±0.60, and mean scores for knowledge, skills, and attitudes being 3.73±0.67, 3.77±0.64, and 3.89±0.64, respectively. The multiple regression models were significant (P<0.001), with R2 values ranging from 0.143 to 0.197. Key predictors included the incentive mechanism for health education, receipt of health education training, acquisition of health knowledge, and literacies in infectious disease prevention, scientific health concepts, and chronic disease prevention. ConclusionsThis study assessed the health education competence of nurses in county hospitals in China and investigated the impact of various dimensions of health literacy on this competence. The findings indicate that the health education competence of nurses in these settings remains relatively low. Additionally, health education training and incentive mechanisms were found to significantly enhance nurses' health education competence in areas lacking medical resources.

Comparison of the correlation between moral sensitivity and clinical competence in emergency and intensive care nurses: A cross-sectional-correlation study

IntroductionNurses’ sensitivity to moral issues, especially in emergency and intensive care units is essential for providing complex nursing care. Therefore, the present study aimed to determine the correlation between moral sensitivity and clinical competence in emergency and intensive care nurses. MethodsThe present multi-center cross-sectional correlational study was conducted in 2022 on 180 nurses in five emergency departments and four intensive care units of general hospitals affiliated to Semnan University of Medical sciences. The study tools include a demographic questionnaire, 25 item Lutzen Moral Sensitivity Questionnaire (MSQ), and a standardized Competency Inventory for Registered Nurses (CIRN). Data were analyzed by mean, standard deviation and MANOVA, Pearson’s correlation coefficient test. ResultsThe two groups did not have significant differences in demographic characteristics (p < 0.05). Majority of two emergency department nurses (83.9%) and Intensive care nurses (81.8%) had a moderate level of moral sensitivity. Also, clinical competence of majority of emergency department nurses (73.3%) and Intensive care nurses (75.8%) were in moderate level. There was significant positive relationship between moral sensitivity with Clinical competence in emergency department nurses (p ≤ 0.01, r = 0.61). No significant relationship was observed between moral sensitivity and the clinical competence of intensive care nurses (p > 0.05, r = 0.15). ConclusionsThere is need for improving the level of knowledge of nurses about moral principles and increasing moral sensitivity which can expand the components of clinical competence, especially in intensive care units.

Instructional Design, Industry Partnerships, and QR Codes Improve Nursing Competency Evaluation.

New medical devices are frequently introduced at the point of care, and nursing competence in their management is critical for safe patient care. Industry vendors often provide on-the-job in-services for new devices within the constraints of clinical priorities, yet these in-services are not usually monitored or systematically coordinated with stakeholders. This project employed quick response (QR) codes and best practices in instructional design in a partnership with vendors to develop and evaluate the impact of an in-service for a new medical device on nursing competence. An online survey measured usefulness, knowledge, and the change in self-perceived competence. A total of 536 nurses participated, and 91.2% correctly answered five or six of six questions about device management. The proportion of nurses rating their competence as no experience decreased from 21.2% to 4.5%, and ratings for can do independently/competent increased from 37.6% to 60.2%. The use of QR codes offers novel solutions to evaluate how structured, on-the-job education can positively impact nursing practice around medical devices. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

Trauma nursing competency in the emergency department: a concept analysis

ObjectivesDespite numerous published concept analyses of nursing competency, the specific understanding of trauma nursing competency in emergency departments remains limited, with no clear definition. This study aimed to clarify the...

The relationship between moral courage, team work, and safe nursing care in clinical nurses: a multicenter cross-sectional study in Iran

BackgroundMoral courage and team work are the most important aspects of professional competence in clinical nurses; nurses with moral courage and team work are thought to be able to deliver safe nursing care to patients. The present study aimed to investigate whether moral courage and teamwork correlate with safe nursing care among clinical nurses.MethodsThis descriptive cross-sectional multicenter study was carried out from December 2023 to February 2024. A total of 375 nurses who were practicing in four hospitals in the south of Iran were enrolled in this study using convenience sampling. The data collection tools used consisted of a demographics survey, Moral Courage Questionnaire (MCQ), Team STEPPS Team Perception Questionnaire (T-TPQ), and the Assessment of Safe Nursing Care Questionnaire (ASNCQ). The data were analyzed using descriptive statistics, t-test, chi-square, multiple regression analysis, and Pearson’s correlation coefficient. SPSS version 22 was used to analyze the data.ResultsThe participants’ mean age was 32.66 ± 6.63 years, and their work experience was 8.56 ± 6.22 years. The total mean scores for moral courage, teamwork, and safe care were 422.37 ± 52.92, 144.09 ± 18.43, 315.84 ± 41.95, respectively. A statistically significant positive correlation was found between teamwork and safe care (r = 0.57, p < 0.001), teamwork and moral courage (r = 0.49, p = 0.002), and moral courage and safe nursing care (r = 0.59 p < 0.001). According to the results, work experience, moral courage, and teamwork explained 44.4% of the variance in safe nursing care (R2 = 0.44, p < 0.001).ConclusionThe results indicated that the moral courage and teamwork of nurses were positively and significantly correlated with the participants’ safe nursing care. Accordingly, since moral courage and teamwork are the qualities that can contribute to improving the quality of care and ensuring safe nursing care, it is recommended that nursing managers pay special attention to these factors.

Research competencies in healthcare nurses

Research competencies in healthcare nurses

Nurses’ intention to care of COVID-19 patients in hospitals dedicated to infectious disease in South Korea: application of the theory of planned behavior and verification of the moderating effect of ethical nursing competence

BackgroundThe theory of planned behavior is a conceptual framework of recent studies to identify and explain nurses’ intentions to care for patients with emerging infectious diseases. However, correlations between behavioral intentions and variables that explain them have been inconsistent in previous studies. The influence of new variables might be considered in this case. This study aimed to determine moderating effects of ethical nursing competence on nurses’ intention to care for COVID-19 patients in hospitals dedicated to infectious diseases based on the theory of planned behavior.MethodsA cross-sectional survey was conducted. Data on intention to care for COVID-19 patients, perceived behavioral control, attitude toward the behavior, subjective norm, and ethical nursing competence were obtained from 190 nurses in three hospitals dedicated to infectious diseases in South Korea. The moderating effect of ethical nursing competence was analyzed using model I of PROCESS Macro. Ethical considerations: This study was approved by the Institutional Review Board of Ulsan University Hospital, South Korea. Written informed consent was obtained from each subject.ResultsThe ethical nursing competence was a significant moderator in the relation between perceived behavioral control and the intention to care (B = 0.36, t = 2.16, p = 0.032). Ethical nursing competence did not have a significant interaction with attitude toward behavior or subjective norm.ConclusionsThis study showed that the higher the ethical nursing competence level, the greater the effect of perceived behavioral control on nurses’ intention to care for COVID-19 patients. Promoting ethical nursing competence is necessary for nurses who would take care of patients at the frontline of the infectious disease pandemic. Nursing managers should include ethical nursing competence in the assessment of nurses’ competence and design educational programs to enhance ethical nursing competence for efficient nursing staffing during a pandemic.

Comparing educational frameworks: unpacking differences between fink's and bloom's taxonomies in nursing education

BackgroundModern healthcare's dynamic and complex nature demands that nursing education evolves. Traditional reliance on Bloom's Taxonomy, while effective for cognitive development, falls short of addressing the holistic needs of nursing education. The integration of affective and practical dimensions is crucial, making Fink's Taxonomy of Significant Learning a valuable alternative. SummaryFink's Taxonomy, introduced in 2003, extends beyond the cognitive to include the human dimension, caring, and learning how to learn. These domains are vital for preparing nurses who can apply their knowledge effectively in diverse healthcare settings. This article delves into the benefits and challenges of implementing Fink's Taxonomy in nursing education and its compatibility with the profession's evolving demands. It also underscores the scant research on its application in nursing education, advocating for comprehensive studies. Discussion and conclusionAdopting Fink's Taxonomy could enhance the competence, empathy, and adaptability of nursing professionals, better equipping them for modern healthcare challenges. To ascertain Fink's efficacy in developing nursing skills and competencies, extensive research employing varied methodologies is imperative.

Palliative Care in the Intensive Care Unit: The Standard of Care

Intensive care unit–based palliative care has evolved over the past 30 years due to the efforts of clinicians, researchers, and advocates for patient-centered care. Although all critically ill patients inherently have palliative care needs, the path was not linear but rather filled with the challenges of blending the intensive care unit goals of aggressive treatment and cure with the palliative care goals of symptom management and quality of life. Today, palliative care is considered an essential component of high-quality critical care and a core competency of all critical care nurses, advanced practice nurses, and other intensive care unit clinicians. This article provides an overview of the current state of intensive care unit–based palliative care, examines how the barriers to such care have shifted, reviews primary and specialist palliative care, addresses the impact of COVID-19, and presents resources to help nurses and intensive care unit teams achieve optimal outcomes.

Social entrepreneurship and public health nursing knowledge: Opportunities for innovating nursing education in population health

Public health nursing (PHN) competencies are fundamental for addressing population health inequities. Few pathways exist for employing these competencies in the United States (US). Social entrepreneurship in nursing education might provide opportunities for innovating engagement in population health. Partnerships between business and nursing schools have the potential to fulfill this opportunity. Purpose: Explore opportunities for re-invigorating public health nursing through social entrepreneurship education in nursing-business partnerships in U.S. universities. Methods: Reviewed programs in nursing/business school partnerships from Carnegie-classified R1 Universities. Identified appropriate coursework. Results: Of 96 identified nursing schools, eight had business school partnerships, providing 12 programs. Most programs (n = 11) targeted graduate students and addressed core competencies for entrepreneurship. Five business schools had entrepreneurship expertise. Five nursing schools had PHN expertise. Three programs included population health competencies. Discussion: Despite missed opportunities for advancing social entrepreneurship education among undergraduate and graduate nursing students, existing curricular offerings in the partnerships provide promise. Business/nursing partnerships and PHN knowledge can stimulate the preparation and agency of nurses in addressing population health inequities.

Jordanian nurses’ competencies in providing community care during disaster: a cross-sectional survey

Purpose The purpose of this paper is to assess the perceived level of Jordanian nurses’ competencies in offering care to the community during a disaster. Design/methodology/approach A correlational descriptive design was used to assess nurses’ competencies in offering care for the community during a disaster. Findings A total of 370 nurses (55 % males) aged 25−55 agreed to participate. The mean score of competencies of nurses who offer care to the community during the disaster was 2.11 (SD = 0.59) points. The results of correlation coefficient tests revealed a significant positive correlation between stated competencies level and nurses’ sex, receiving disaster education and training with rpb (371) = 0.13, p &lt; 0.01; rpb (598) = 0.15, p = 0.004; rpb (598) = 0.21, p &lt; 0.001, respectively. Furthermore, the “care of communities” subscale had a weak positive correlation with the. Originality/value Nurses play a critical role in disaster response. However, there was a gap in nurses’ competencies for disaster, which shows there is a crucial need to include disaster management courses in the nursing curriculum and update disaster management courses in hospitals based on nurses’ needs to improve their competencies during disasters.

Assessment of Knowledge on Care of Patient with Attempted Suicide among Nurses

Introduction: The assessment and management of patients who have attempted suicide present difficulties for nurses working in multispecialty hospitals because of routine job pressure and a lack of time for continuing education. Thus, in order to plan to raise the knowledge competency of nurses, it is critical to evaluate the current state of this field by gauging the nurses' degree of understanding on the care of patients who have attempted suicide. This study was aimed to assess the level of knowledge on care of patient with attempted suicide among nurses at selected hospital, Chennai. Material &amp; Methods: This study was conducted by using the cross sectional, correlational research design among 50 nurses who were selected through purposive sampling technique in a selected hospital, Chennai, India. A structured questionnaire was employed to assess the nurses' knowledge regarding the management of patients who have attempted suicide. Data was gathered through self-administration. Results:Most of the nurses were in category of needs improvement (90%) in knowledge and the mean, mean% and standard deviation for knowledge score of nurses were 3/10, 30% &amp; 1.125 respectively. Conclusion: The majority of nurses require further education in order to provide care for patients who have attempted suicide. Studies on the best ways to educate and train nurses working in multispecialty hospitals should be conducted in the future to ensure that patients who have attempted suicide receive high-quality nursing care. Keywords: Knowledge, Care, Nurses, Patient, Hospital, Attempted Suicide, Suicide attempted patient

Ethics in undergraduate nursing degrees: An international comparative education study

Background Ensuring morally competent nurses depends on many factors, such as environmental, social, political, and cultural. However, several inadequacies in nursing education have been documented, and no common framework has been established for how nursing ethics should be taught in undergraduate education. Research questions What are the different approaches across nursing programmes established in teaching ethics? What are the main similarities and differences across programmes facilitating a common understanding in developing a curriculum capable of preparing a morally competent nurse? Research design International comparative education study in five steps: (1) formulating the initial question; (2) defining the units of comparison; (3) determining the variables of comparison; (4) describing the findings; (5) interpreting the findings. The comparative variables were identified, extracted, and populated in a piloted grid. Participants Six universities were purposefully selected by the Promoting a Morally Competent Nurse project partners for their nursing education curricula as delivered in 2022–2023. Ethical considerations No ethical approval was required, given no human participants and public data regarding nursing curricula. Findings Variability emerged in the terminologies used in naming the courses, the numbers of credits and hours devoted to teaching ethics, when the courses are delivered (since the initial semesters of nursing education or concentrated in the final years), and their main modes of delivery (a single or separate module or integrated across the curriculum). Contents have some similarities, whereas the teaching methods varied and included (or not) explicit connections with clinical practice. Attendance is mandatory in all courses. The assessment methods used varied from knowledge-based to more competence-based approaches involving multidimensional strategies. Conclusions This comparative study explored similarities and differences across nursing programmes in six different European countries. The reviewed ethics curricula lack significant clarity, and they offer important areas to consider for future development. Issues emerged regarding terminologies, learning workloads, when to deliver, how to deliver, the main contents, and the teaching and assessment methods that merit further discussion.

Total Quality Management in Improving Health Services

This research aims to determine the implementation of Total Quality Management as an effective model for realizing quality health services at Ananda Hospital Makassar. This research method is of various types qualitative with a policy approach. The data source uses primary data via instrument observations and interviews as well as secondary data through reviewing various documents. The data analysis technique uses an interactive model, namely data collection, data condensation, data presentation, and verification/conclusion. The results of this research show that the implementation of the TQM model at Ananda Makassar Hospital was not implemented optimally due to the leadership aspect of manager Hospitals are less able to organize and organize all existing resources within the hospital and the inability of the head of the hospital to collaborate and communicate well with all Ananda Hospital staff to work together. set standard work procedures that are efficient and effective and the TQM implementation factors at Ananda Hospital can run well if the hospital can optimize the implementation of communication and collaboration factors where it is hoped that the Ananda Makassar Hospital will improve the quality of service by involving patient health organizations in provide education to patients as well as collaboration in exchanging necessary medical personnel resources done Ananda Makassar Hospital to develop the competency and work skills of doctors, nurses and staff administration hospitals in collaboration with other agencies and institutions that can provide training activities.

Perceived competences by graduated nurses before and during COVID-19 restrictions: A repeated cross-sectional study from 2019 to 2022

AimsTo explore the differences, if any, in the competences perceived by newly graduated nurses who attended their education before and during the COrona VIrus Disease 19 (COVID-19) restrictions. BackgroundNursing education has undergone significant changes because of the COVID-19 restrictions. However, to date the perceived competences at the point of graduation have not been investigated over the restrictions years compared with the pre-restrictions era. DesignA repeated cross-sectional study followed by a pseudo-panel analysis. The Strengthening the Reporting of Observational Studies in Epidemiology checklist was used. Data on individual, nursing programme and perceived competences with Nurse Competence Scale (NCS) were collected and analysed by also using a pseudo-panel approach. MethodsTwo universities were involved. Those eligible were nursing students who graduated: (1) in 2020 (=323) as the first post-COVID-19 group, who were studying in the 3rd year at the onset of the restrictions; (2) in 2021 (=250) as the second post-COVID-19 graduated group, who were in the 2nd year at the restrictions onset; and (3) in 2022 (=247) as the third post-COVID-19 group, attending the 1st year of nursing education at the onset of the restrictions. Data were compared with those who graduated in 2019 (=336, pre-COVID-19 group). ResultsThe overall NCS score was higher in the pre-COVID-19 group (68 out of 100, 95 % Confidence of Interval [IC] 66.4–69.5), lower in the first post-COVID-19 graduates (62.9, 95 % CI 60–65.8), higher in the second (66.6, 95 % CI 63.6–69.4) and lower again in the third post-COVID-19 group (63.8, 95 % CI 60.9–66.5). A sinusoidal pattern also emerged for the frequency of use of the competences from the pre-COVID-19 (2.3 out of 3) and the first group (2.1) and increased between the second and the third group (from 2.1 to 2.3) (p< 0.001). These sinusoidal trends are also evident in the pseudo-panel analysis. ConclusionsA different degree of perceived competences at the point of graduation emerged, with higher competences in the pre-restrictions group, lower in the first post-COVID-19 generation, higher again in the second and third group. However, all scores were over 60 points out of 100, thus indicating sufficient competences. The frequency of use of such competences slightly changed over the years with limited practical relevance. The findings may inform reflections regarding innovations in the clinical placements pathways as well as in the strategies supporting newly graduates nurses in their transition from education to health-care settings.

Assessing nurses’ professional competency: a cross-sectional study in Palestine

BackgroundEvaluating nurses’ professional competence is critical for ensuring high-quality patient care. Therefore, this study aimed to evaluate the nurses’ professional competence level and to identify differences based on demographics in three West Bank hospitals.MethodsA cross-sectional design was used, and a convenient sample of 206 nurses participated in the study. The Nurse Professional Competence (NPC) Scale was used to assess the competency level. The investigator distributed the questionnaire and explained the aim of the research. Consent forms were signed before the data collection.ResultsThe average competency level was 79% (SD = 11.5), with 90% being professionally competent nurses. The average “nursing care” competency was 79% (SD = 12.98), and the competency level in providing value-based care was 80% (SD = 13.35). The average competency level in technical and medical care was 78% (SD = 13.45), whereas 79% (SD = 12.85) was the average competence level in “Care Pedagogics” and “Documentation and Administration “. The average competence level in the development and leadership subscale was 78% (SD = 12.22). Nurses who attended three to five workshops had a higher level of Nursing Care Competency, (H = 11.98, p = 0.003), and were more competent in value-based care (H = 9.29, p = 0.01); in pedagogical care and patient education (H = 15.16, P = 0.001); and in providing medical and technical care (H = 12.37, p = 0.002). Nurses attending more than five workshops were more competent in documentation and administration (H = 12.55, p = 0.002), and in development and leadership subscale ( H = 7.96, p = 0.20).ConclusionThe study revealed that participants lacked development and leadership skills. Engagement in workshops positively impacted the level of competencies among nurses. Notably, those attending more than five workshops exhibited greater competence in documentation, administration, development, and leadership in nursing care.ImplicationsThis study emphasized the role of continuing education in improving nurses’ competencies and highlighted the need to conduct the study at a wider aspect to involve more hospitals with various affiliations to help structure more sensitive professional development and adopt the competencies as an integral part of staff development.