Competence Of Nurses Research Articles

응급실 신규간호사의 응급간호 역량별 교육 요구도 분석

Objectives The purpose of this study was to identify the education needs and priorities for emergency nursing competencies of newly employed emergency room nurses, with the aim of using the findings as foundational data for the development of an educational plan to enhance the emergency nursing competencies of newly employed emergency room nurses. Methods This study is descriptive survey research. Subjects were new nurses in emergency room working at re-gional emergency medical centers, local emergency medical centers and local emergency medical service in-stitutions at 26 institutions, and 110 people who understood the purpose of the study and agreed to participate in the study. The data collection period was from June 15 to July 31, 2023, conducted through an online survey through a QR code, and a total of 97 copies were used in the final analysis(88.2% collection rate). As a research tool, a structured self-report questionnaire was used and consisted of a total of 77 questions, including 9 general characteristics, 34 required competency level for emergency nursing competency, 34 perceived competency level for emergency nursing competency. The collected data were analyzed using frequency and percentage, mean and standard deviation, paired t-test, Borich's needs assesment, and The Locus for Focus Model. The priority items from Borich's formula for demand and the items in quadrant 1 of The Locus for Focus Model were examined to determine any redundancy and to establish the priority order of educational needs, distinguishing between top priority and secondary priority. Results The educational needs for reinforcing emergency nursing competencies of newly employed emergency room nurses revealed four top priority items out of 34 (Clinical indicators of deterioration in cardiovascular patient status, Seizure management, Ventilator management, Clinical indicators of deterioration in neurological patient status). Additionally, ten secondary priority items were identified. Conclusions This study identified four top priority items by analyzing the ranking of educational needs to strength-en the emergency nursing competency of new nurses in the emergency room. Accordingly, it is necessary to de-velop strategies for education on top priority items and long-term education on second priority items in order to strengthen the emergency nursing competency of new nurses in emergency rooms.

Nursing and Playwriting Students Collaborative: Elevating Reflective Practice.

Reflection is essential in the formation and ethical comportment of nurses. The COVID-19 pandemic brought extraordinary challenges to nursing practice and education of nurses. A pilot collaboration between a college of nursing and a department of dramatic writing at a research-intensive urban university aimed to promote the esthetic pattern of knowing through the dramatic presentation of the experiences of nursing students and frontline nurses during the height of the COVID-19 pandemic. The playwrights wrote two short plays based on interviews with two nursing students and three experienced nurses. The project sought to enhance narrative competence and empathy development of nurses and playwrights, and to promote reflection-on-action.

Exploring the clinical application value of nursing simulation training in enhancing clinical nursing competence for acute chest pain patients.

Exploring the clinical application value of nursing simulation training in enhancing clinical nursing competence for acute chest pain patients.

간호대학생의 다문화 지식, 다문화 수용성, 다문화 효능감의 관계

In order to provide nursing services to multicultural clients, nursing students who are prospective nurses must have cultural competency. To this end, it is necessary to acquire multicultural knowledge, an accepting attitude to understand and respect multicultural patients and multicultural efficacy. Accordingly, this study attempted to explore the degree of multicultural knowledge, multicultural acceptance, and multicultural efficacy of nursing students and the relationship between these variables. A survey was conducted on 183 nursing students at a university from November 1 to December 8, 2023 using a structured questionnaire. Descriptive statistics, Pearson correlation, and hierarchical regression analysis were performed on the collected data using the SPSS 22.0 program. As a result, Nursing students' multicultural knowledge(3.05±0.76), multicultural acceptance(3.88±0.49), and multicultural efficacy(58.50±18.66) were at a medium level. Multicultural knowledge has a significant correlation with multicultural acceptance(r=.33, p<.001) and multicultural efficacy(r=.61, p<.001), and multicultural acceptance has a significant correlation with multicultural efficacy(r=.45, p<.001). Experience of interacting with foreigners, multicultural knowledge, and multicultural acceptance explained 45% of multicultural efficacy, with multicultural knowledge appearing to be the most influential factor(β=.47, p<.001). Multicultural efficacy is an essential component of the cultural competency of nurses caring for multicultural patients. Therefore, in order to improve the multicultural efficacy of nursing students, it is necessary to provide various learning experiences to acquire specific knowledge about multiculturalism. However, since research on nursing students' multicultural knowledge and multicultural efficacy is insufficient, future research on this is required.

The Mediating Effect of Professional Values on the Relationship Between Self-Leadership and Compassion Competence of Community Mental Health Nurses.

Compassion competence is a core nursing skill that is significant in understanding and alleviating the physical and mental distress of individuals. Self-leadership and nursing professional values are also reported as important factors in improving the clinical care practices of nurses and may have a positive effect on improving the compassion competence of nurses. However, there are few studies examining the relationship between these variables in community mental health nurses. This study investigated the mediating effect of professional values on the relationship between self-leadership and compassion competence of community mental health nurses. A cross-sectional correlational study was conducted with 121 community mental health nurses from 30 mental health welfare centers in South Korea. Participants completed self-report scales on self-leadership, nursing professional values, and compassion competence. Baron and Kenny's regression method and the Sobel test revealed significant mediating effects of nursing professional values on the relationship between self-leadership and compassion competence. Participants' mean compassion competence scores were 3.57 (SD = 0.45) on a 5-point scale. Compassion competence positively correlated with self-leadership (r = 0.67, P < .001) and nursing professional values (r = 0.60, P < .001). Nursing professional values played a partial mediating role in the relationship between self-leadership and compassion competence (Z = 3.23, P = .001). Compassion competence of community mental health nurses can be improved by promoting self-leadership and nursing professional values.

Core competencies among nurses engaged in pallative care: A scoping review.

To synthesize available evidence about core competencies for nurses engaged in palliative care. A scoping review conducted according to the framework from Joanna Briggs Institute. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist was adopted to report this scoping review. The PubMed, Web of Science, Embase, ScienceDriect, CNKI, WangFang, VIP and Sinomed databases were used to systematically search for published studies from their inception to December 2023. Two researchers independently screened and selected relevant studies and performed the data charting. Twenty-six studies were included in this scoping review. Among these, 14 studies identified core competency assessment instruments among nurses engaged in palliative care, with the Palliative Care Core Competence Questionnaire was used most frequently; 13 studies investigated the status of core competencies of nurses engaged in palliative care, the majority of included studies indicated that nurse's core competencies were at moderate levels; 11 studies explored the factors influencing the core competencies of the nurses engaged in palliative care, which were classified as sociodemographic-related factors, palliative care education-related factors, death attitude, palliative care practice-related experience and others. This scoping review offers a comprehensive overview of the current landscape of core competencies among nurses in palliative care. Findings suggested that the clinical nursing leaders need to develop tailored strategies and interventions to address specific factors and promote the continuous development of nurses' competencies in palliative care. Core competency assessment instruments equip nurses and healthcare organizations with a range of validated tools for evaluating their proficiency in palliative care. Targeted core competency enhancement programmes need to be developed to foster a nursing workforce better equipped to improve the quality of life of end-of-life patients and their families. No patient or public contribution.

Evaluating the effects of action learning on the research competency of undergraduate nursing students: A mixed-methods study

BackgroundResearch skills in nursing are crucial for guiding evidence-based practice and enhancing health care. However, undergraduate nursing students often encounter challenges in skill development because of curriculum constraints that prioritize clinical education. Bridging this skill gap is imperative for preparing students for evidence-based practice and nursing scholarship. AimThis study aimed to investigate the impact of incorporating action learning into undergraduate nursing research classes to improve the quality of nurse education. DesignA mixed-methods approach was employed using pre- and post-online surveys for quantitative analysis and reflective journals for qualitative analysis. SettingsThe study was conducted at a college of nursing in Seoul, South Korea. ParticipantsA convenience sample of 19 fourth-year nursing students participated in the study. MethodsAction learning-based nursing research classes were implemented over ten sessions, integrating lectures and team activities. Pre- and post-assessment data on communication skills, critical thinking tendencies, and problem-solving abilities were analyzed using paired t-tests. The qualitative analysis involved content analysis of individual and team reflective journals. ResultsParticipants in action learning-based nursing research classes showed significant improvements in their communication skills (t = 3.46, p = 0.002), critical thinking tendencies (t = 3.80, p = 0.001), and problem-solving abilities (t = 1.82, p = 0.043). From the analysis of reflective journals four main themes were developed: organized team projects, dynamics of learning goal achievement, extended application of learning outcomes, and recommendations for better action learning-based classes. ConclusionsThis study highlights action learning as an effective educational method that integrates theory and practice in nurse education, helping students prepare for their future roles as nursing professionals. The findings underscore the effectiveness of action learning in improving undergraduate nursing students' research competency and support the need for continued development of such pedagogical approaches.

Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study

IntroductionHealthcare systems are encountering a growing number of diverse and multicultural clients due to globalization and migration. To effectively address the challenges associated with cross-cultural interactions, nurses require a comprehensive framework of critical cultural competencies. One potential approach to enhancing these competencies in mental health care settings is to use innovative methods such as the flipped classroom in cultural care training programs. This study evaluated the effect of using the flipped classroom method in cultural care training on the critical cultural competencies of nurses working in a psychiatric hospital.MethodsThis quasi-experimental study involved 70 nurses working in a psychiatric hospital affiliated with the Kerman University of Medical Sciences in southeastern Iran. Through random sampling, the nurses were allocated into two groups of intervention (n = 35) and control (n = 35). The intervention group participated in a cultural care training program using the flipped classroom method, which consisted of four sessions conducted over a four-week period. To evaluate the nurses’ critical cultural competence, the Almutairi’s Critical Cultural Competence Scale was administered before the training and again one month later.ResultsThe study findings indicated no significant differences in the scores of critical cultural competencies between the intervention group (4.53 ± 0.64) and the control group (4.73 ± 0.42) during the pre-test stage (t = 1.53, p = 0.13). Both groups had a similar perception of critical cultural competencies, which was not particularly positive. However, in the posttest stage, the intervention group (5.33 ± 0.49) demonstrated a significant increase in critical cultural competencies compared to the control group (4.75 ± 0.44) (t = 5.14, p = 0.001).ConclusionThe study results indicated that the use of the flipped classroom method in the cultural care training program effectively enhanced the critical cultural competencies of nurses. Given the importance of cultural care in both physical and psychiatric care settings for multicultural clients, it is crucial for nurses to receive ongoing in-service education that utilizes innovative and active methods such as the flipped classroom.

Psychometric evaluation of Suicide Management Competency Scale for nursing students: A cross-sectional study.

Suicide management skills are essential for nursing students, as they are often the initial healthcare contact for individuals at risk of suicide. Recognising signs of suicidal ideation and behaviour is critical for initiating timely interventions. This study aimed to develop and access the psychometric evaluation of the Suicide Management Competency Scale (SMCS) for nursing students. A first draft of the SMCS was initially developed following literature and focus group, and a scale containing 28 items was constructed. We recruited 216 participants from two nursing schools. Construct validity was evaluated with exploratory factor analysis (EFA). Internal consistency reliability was determined with Cronbach's alpha, and test-retest reliability was examined with intra-class correlation. After four rounds of EFA and item analysis, we reduced the number of items to 16. We deleted 12 items, including 4 items for communalities less than 0.40, 3 items for cross-loading, 3 items for factor loading less than 0.40, and 2 items for low corrected item-total correlation. The final 16-item SMCS resulted in three subscales, which explained 55.813% of the total variance: emotional challenges in suicide risk assessment, delivering suicide interventions, and suicide risk nursing competence and confidence. Cronbach's alpha was 0.854 for the total score and 0.748 to 0.847 for the subscales. The newly developed SMCS was found to have good reliability and validity, suggesting that this scale could be used to evaluate nursing students' perceived competency in managing suicide, which might help cultivate competence in nurses' ability to effectively manage and prevent suicide, thus contributing to saving lives.

Development and Validation of a Comprehensive Nursing Competence Assessment Questionnaire (CNCAQ) to Determine the Perceived Clinical Competence of Nursing Graduates

Background: An assessment of the clinical competency of nurses at the time of their graduation is essential to get a fair estimate of their level of competence. It helps to lessen the burden on the healthcare system. A “Comprehensive Nursing Competence Assessment Questionnaire (CNCAQ)” has been constructed to fulfil this purpose. Aim: This study aims to develop and validate a CNCAQ to determine the perceived clinical competence of final-year nursing graduates who are about to graduate within three months from selected private and government nursing colleges in India. Methods: A mixed methodology was used and completed in two phases. In phase 1, along with an extensive literature review, focus group discussions, expert evaluation, and pretesting were done, in which 10 nursing experts participated. In phase 2, data were collected from 649 nursing graduates to establish the validity of the construct. The study period was from August to October 2022. Results: The developed CNCAQ has 36 items, comprising four sections: (a) conceptual knowledge and skill in routine nursing care; (b) skill in basic nursing procedures; (c) skill in advanced nursing procedures; and (d) assessment of infusion/transfusion-related nursing procedures. The overall reliability of the tool was 0.963, indicating its high reliability. Overall, there was no difference in clinical competency skills between female and male upcoming nursing graduates. However, statistically significant differences in basic nursing skills and advanced and analytical nursing skills were observed. Conclusions: Assessing nursing students’ competencies is crucial to ensure that they possess the necessary knowledge, skills, and attitudes to provide safe and effective patient care. The development and validation of a valid and reliable instrument for assessing nursing competencies are essential to evaluate nursing students’ clinical performance accurately. In the present research, a tool with a total of 36 items was used. It demonstrates high reliability; however, it needs to be applied to a larger population of nursing graduates with diverse backgrounds. Nurse educators and administrators can use it to assess the level of competence and, accordingly, a tailor-made induction program based on identified weak areas in theoretical and practical knowledge or skill can be developed. No patient’s were involved in the study. It involved developing a CNCAQ and validating it on a selected group of upcoming nursing graduates.

Changing the delivery of continuing professional education: An action research approach

AimA participatory action research project was used to change the design and delivery of continuing professional education in a large Irish academic teaching hospital. BackgroundParticipation in continuing professional education, designed as a short course, is often a method to maintain competence for many nurses. Structured short education courses are often used to orientate and upskill new staff to specialist clinical areas. Traditionally many courses relied on face-to-face delivery over a period of weeks which is challenging for one clinical area to release staff to attend theoretical days in person. DesignA six-stage participatory action research cycle over a 3-year period in a large Irish academic teaching hospital. MethodsMultiple methods were used in the cyclical process of participatory action research. Constructive alignment theory and instructional design principles were used to redesign the educational framework. Data collection included audits of courses, questionnaires and focus groups with key participants. ResultsAnalysis of the focus group themes included 1) underestimated time 2) the process of change 3) teaching and learning styles and 4) acceptance and integration. 20 learners completed the evaluation and reported a positive synergy between e-learning and clinical workshops. E-learning was reported as time-consuming. 75 % of learners reported they were motivated to learn. 90 % of the learners reported they gained new knowledge and skills, 84 % reported the clinical area benefited from the education and 80 % identified a direct improvement in their clinical skills in the specialist area. ConclusionsParticipatory action research supports organisational change in continuing professional education. Constructive alignment theory supports the value of outcomes-based learning. In this context it resulted in successfully blending theory and clinical skills for nurses working in specialist areas. The redesigned continuing professional education framework was positively evaluated across nurses in the organisation.

Protecting the integrity of children and young people's nursing as a distinct field of practice.

At certain points in nursing history, it has been necessary to make a case for children and young people to be cared for by specialist nurses educated to meet their specific needs. However, in 2018 the updated Nursing and Midwifery Council (NMC) standards of proficiency for registered nurses adopted a generic rather than field-specific approach. This article reiterates that children, young people and their families have unique needs that are best met by nurses who are trained specifically to care for them. The case is made from a historical and legal perspective, concluding with a proposal that in the best interests of children, young people and their families, the NMC should embed specific competencies for children's nurses into its standards of proficiency to future-proof this field of practice.

Spiritual nursing education programme for nursing students in Korea: a systematic review and meta-analysis

PurposeThis study conducts a systematic review and meta-analysis to understand the characteristics and contents of studies on spiritual nursing education programmes and their effects.MethodsThe literature search included five databases (RISS, KISS, DBpia, Science ON, and KmBase) published in South Korea until September 30, 2021. Nine studies were included in the final review, with six for the meta-analysis using the RevMan 5.4. 1 programme. The programmes targeted nursing students and nurses in the RN-BSN course and employed methods such as lecturing, discussions, and case presentations. The contents focused on self-spirituality awareness, spirituality-related concepts, understanding others’ spirituality, and the process and application of spiritual nursing.ResultsThe meta-analysis revealed statistically significant effects on spiritual nursing competencies, spirituality, spiritual well-being, existential well-being, and spiritual needs, except self-esteem. Spiritual nursing education was effective in enhancing spiritual nursing competencies.ConclusionThe study confirmed that spiritual nursing education effectively improves spiritual nursing competency, indicating a need for increased focus and administrative and financial support for such education in schools and hospitals. Furthermore, future studies should employ randomised experimental designs to examine the effects of online education programmes with short training time on clinical nurses in hospitals.

Poland's first vascular access team 3-year analysis: Insights and learnings.

During the COVID-19 pandemic, Poland saw a surge in interest in midline catheters (MCs) and Long Peripheral Catheters (LPCs) for intravenous therapy. Before this, MCs were not extensively utilised in the country, and there was no formally established Polish vascular access team. MCs, which have been used for years in many countries, are now becoming increasingly common in Poland. This study aimed to analyse the use of MCs in a 3-year perspective of their introduction in daily clinical practice based on a nurse-led Vascular Access Team (VAT). The records of adult patients who received intravenous therapy with 727 MCs and 293 LPCs from January 2021 to December 2023 at the University Clinical Centre of the Medical University of Warsaw were analysed. The main indication for cannulation was expected intravenous therapy over 5 days (81.66%, n = 833), of which 71.37% (n = 728) of patients in this group had concomitant difficult intravenous access (DIVA). Over 6 years, centrally inserted central catheters (CICCs) inserted due to DIVA were reduced from n = 108 in 2017 to n = 18 in 2023. The end of intravenous therapy was the reason for the removal of 64.6% of catheters (n = 659), including death and switch to CICCs as well. Complications leading to premature removal accounted for 31.2%, such as: occlusion (14.6%), patient self-removal (7.1%) and thrombosis (3.43%). The introduction of MCs as a possible option for peripheral venous access reduces the use of CVCs. Developing MCs programmes should be based on investing in staff competencies, which increases success rates. The nurses and physicians should be trained in infusion care to achieve better results in the use of MCs and LPCs. Increasing the competence of nurses in Poland is necessary for the implementation of full-service and top-level functioning of VAT.

Clinical nursing competency during epidemics: a qualitative content analysis

BackgroundNurses are on the frontline for managing epidemic diseases. Different aspects of clinical nursing competencies during epidemics are important issues that need investigation.ObjectivesThe aim of this study was to determine the required clinical competencies for nurses during epidemics. Understanding these competencies could provide valuable information for health care services and nursing education organizations to prepare nurses for future epidemics.MethodsThe qualitative conventional content analysis study was conducted using semi-structured interviews with 12 nurses that were actively engaged in providing patient care during COVID-19 pandemic in Shahid Beheshti hospital in Kashan/Iran, from October 2022 to March 2023. The data analysis process was conducted according to 5 steps suggested by Graneheim and Lundman.ResultsAfter analysis, the 159 competencies were derived from interviews that were categorized to 11 subcategories, and three categories of clinical nursing skills in epidemics, knowledge of epidemics, and soft skills for nurses in epidemics.ConclusionNurses need wide range of competencies to address the professional expectations regarding providing acceptable care during epidemics. Knowing these competencies can help nursing managers to prepare nurses for crisis such as what world experienced during COVID-19 pandemic.

The relationship between the COVID-19 burnout levels of nurses and their holistic nursing competence: a cross-sectional study

ABSTRACT This cross-sectional study was carried out to determine the relationship between the COVID-19 burnout levels of nurses and their holistic nursing competence. The data were collected from 468 nurses working in a hospital between 1 August 2021-9 September 2021 by using a Sociodemographic Information Form, the COVID-19 Burnout Scale(BCV-19S), the Holistic Nursing Competence Scale(HNCS). The mean scores on the total BCV-19S and HNCS were 36.36(9.51) and 194.27(35.71),respectively. It was found that the mean score on the total BCV-19S was significantly higher in nurses worked ≥ 51 hours a week on average, worked in the COVID-19 pandemic unit (p < 0.05). The mean score of nurses who worked ≤ 40 hours a week on average on the total HNCS was significantly higher (p < 0.05). In this study, it was determined that nurses’ COVID-19 burnout levels and holistic nursing competence were high. Nurses’ COVID-19 burnout levels positively affected their holistic nursing competence.

Flushing and locking management related to central venous catheter occlusion rate among adult patients in acute care: a best practice implementation project.

A central venous catheter (CVC)-a type of central venous access device (CVAD)-is the most common intervention for critical illnesses. Obstruction of the CVC can lead to fatal consequences. Thus, it is critical to maintain catheter lumen patency. The CVC occlusion rate in a hospital in Taiwan was 33%. This project aimed to decrease the CVC occlusion rate in acute care. This project was conceptually informed by the JBI Evidence-Based Model of Healthcare, in particular, the conceptualization of evidence implementation as inclusive of context analysis, implementation, and evaluation of outcomes using evidence-based quality indicators. As part of the seven-phase implementation process, we used audit and feedback in a pre- and post-test design to measure baseline compliance. Based on the initial audit, we developed an implementation strategy responsive to the identified gaps in compliance. We then undertook a final audit to measure changes in compliance to evaluate our implementation effects. The JBI software, PACES, and the situational analysis software, GRiP, were used for data collection and implementation planning. There were six evidence-based criteria, with a sample size of 30 nurses for each criterion. The team carried out the project from September 2022 to January 2023. Post-implementation audit compliance rates increased to 100% for the following criteria: the organization had a standardized flushing and locking solution protocol (0%), the CVAD lumen was locked upon completion of the final flush (10%), a single-dose system was used for flushing and locking the CVAD (60%), and preservative-free 0.9% sodium chloride was used to flush the CVAD (60%). Furthermore, the CVC occlusion rate decreased from 33% to 5%. The project successfully decreased the rate of CVC occlusion and increased the competence of nurses in acute care settings. The implementation of best practices in clinical care should focus on leadership, cross-department coordination, education, and innovation.

Relationship of high-fidelity simulation experience, clinical reasoning, and clinical competence of new nurses: A cross-sectional study.

This study aimed to determine which high-fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses. HFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment. A cross-sectional study reported following STROBE criteria. Data were collected on new nurses (n=224) who experienced HFS in their fourth-year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence. Feedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, andHFS design indirectly affected clinical competence through clinical reasoning. HFS learning is one of the best ways to improve clinical reasoning.Improving students' clinical reasoning should be an important goal of HFS learning in undergraduate courses to prepare students to be clinically competent nurses. The ultimate goal of nursing education is to prepare nursing students to be competent nurses. Validating the outcomes of nursing education in the clinical environment setting is an essential task to improve clinical practice. Nurse educators and leaders can increase nurses' clinical competence by emphasizing education to foster nurses' clinical reasoning in nursing education policies.

Nurses experience in emergency management in coastal area of Tarakan, North Borneo

Background: The high prevalence of cardiovascular disease and lack of adequate health services can have an impact on the high number of emergencies in coastal communities. The condition of health services in coastal communities which the number of health workers, especially nurses is still limited, it becomes important to carry out research related to the experience of nurses in the treatment of emergencies in coastal areas.Objective: This study aims to identify the nurse’s experience of emergency management in coastal areas.Methods: This research was qualitative with a phenomenological design which involved eight participants of nurses who work in the primary healthcare in the coastal area. The data from the interview results was converted into audio files, and then transcribed and analyzed using content analysis manually.Results: There were three main themes of this study including emergency cases that have been handled by nurses at the coastal health center, the competence of nurses in emergencies care, the inhibiting factors of emergencies care at the coastal areas.Conclusion: Emergency management in coastal areas needs to be supported by several factors, including the fulfillment of health care facilities and the improvement of the nurse competencies

INDONESIAN NURSES CULTURAL COMPETENCE: THE DEVELOPMENT AND PILOT TESTING OF INSTRUMENT

Introduction: This paper outlines the development and validation of the Indonesian Nurse's Cultural Competency Scale (IPNCCS) in response to the absence of such instrument for Indonesian nurses. Purpose: The aim was to create an instrument that accurately measures cultural competence among Indonesian nurses. Methods: The study followed a methodological approach in two phases, beginning with item generation through literature review, expert evaluation, and pilot testing with a sample of 50 Indonesian nurses. Result: Through item analysis, the scale's construct validity and reliability were established. The final scale comprises 46 items across five dimensions, showing strong internal consistency reliability (overall Cronbach’s alpha of .942, dimension Cronbach’s alpha ranging from .792 to .918), content validity, and construct validity. In conclusion, the INCCS offers a reliable and valid tool for assessing professional nurse competencies within diverse clinical settings in Indonesia. KEYWORDS: Competence, Cultural competency, Indonesian nurse, Nursing, Reliability, Validity