Professional Competence Scale Research Articles

The Impact of Clinical Practice Stress on Nursing Professional Competence among Undergraduate Nursing Students: A Cross-Sectional Study.

This study aims to explore the impact of undergraduate nursing students' clinical practice stress on nursing professional competence. The research was performed as a cross-sectional study. From January 2023 to February 2023, a total of 114 nursing students in their first clinical practice at a university in Taiwan were included in the survey. Data collection was conducted using the Clinical Practice Stress Scale and the Nurse Professional Competence Scale. Pearson's correlation analysis was used to analyze the relationship between clinical practice stress and nursing professional competence, and multiple regression analysis was used to explore predictors of nursing professional competence. The clinical practice stress of nursing students was at a medium level (37.75 ± 12.24), and the nurse professional competence was at a high level (79.34 ± 10.12). Clinical practice stress was negatively correlated with nurse professional competence (r=-.311, p=.001). Clinical practice stress could predict nursing professional competence (F=3.041, p=.013), which explained 12.3% of the total variance (adjusted R2 = .083, p < .001), among which the stress of taking care of patients in clinical practice had the highest β value (β=-.336, p=< .001). Clinical practice stress can predict nursing professional competence. The stress of taking care of patients in clinical practice is a major predictor of nursing professional competence. Nursing students who experience the stress of clinical practice tend to develop lower nursing professional competence, highlighting the need for effective coping strategies and supportive learning environments for nursing students.

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.

Core competencies in palliative care among oncology nurses: An observational study

BACKGROUND: Palliative care requires a collaborative approach from a multidisciplinary team, incorporating nurses with ethical, clinical, communicative-relational, psychosocial, and teamwork skills. However, many professionals feel unprepared to face end-of-life challenges, highlighting a lack of skills, especially regarding psychosocial and spiritual aspects. AIM: The purpose of this study is to explore nurses' self-perception of competencies in palliative care. METHODS: A single-center descriptive observational study was conducted among palliative and non-palliative care nurses at the Fondazione IRCCS Istituto Nazionale dei Tumori in Milan (INT), using the short Italian version of the Professional Competence Scale (PCSQ). The Kruskal-Wallis test was used along with multivariate ANOVA for statistical analysis. RESULTS: 122 nurses participated (response rate: 52%), predominantly women (78%), aged 25-34 (50%), with a degree (46%) and over 10 years of experience (41%). The majority had no experience (71%) in palliative care, while 16% were currently working in this field. Statistical analysis revealed no significant correlations between educational level and responses. The Kruskal-Wallis test showed that experience in palliative care significantly influenced self-assessment scores, such as in activating non-pharmacological management strategies (p=0.004). CONCLUSIONS: Nurses perceive high competence in ethical and clinical decision-making in palliative care, influenced more by experience than by training. Addressing patients' subjective needs and using non-pharmacological interventions remain a challenge for nurses not working in palliative care settings.

Self-reported competence among advanced practice nursing students in Denmark, Finland and Norway: a cross-sectional multicentre study.

The health care systems in the Nordic countries and worldwide are under pressure due to increased longevity and a shortage of nurses. Providing nurses with a high level of education, such as advanced practice nursing, is of great importance to ensure effective, safe and high-quality care. The aim of this study was to investigate self-reported competence using the Nurse Professional Competence Scale Short-Form for the first time among master's students of advanced practice nursing in the Nordic countries and to relate the findings to age, work obligations, child-rearing responsibilities, level of education and clinical nursing experience. A multicentre, cross-sectional design was used in this study conducted at five universities in Denmark, Finland and Norway. The Nurse Professional Competence Scale Short-Form consisting of six competence areas was used with a maximum score of 7 per item for the analysis of single items and a transformed scale from 14.3 to 100 for analysing the competence areas (higher score equals higher self-reported competence). Descriptive and comparative statistics were used to analyse the data. The highest mean score was found for the competence area 'Value-based nursing care'. Students living with home-dwelling children (≤ 18 years) reported significantly higher competence in 'Nursing care', while students ≥33 years reported significantly higher competence in 'Nursing care' and 'Value-based nursing care'. No significant differences were found between students working and those not working alongside their studies, between students with and without further nursing-related education, or between students with long and short experience as nurses. The findings from this study might help to further develop curricula in advanced practice nursing master's programmes to ensure high-quality nursing and sustainable health care in the future. Future high-quality master's programmes might benefit from systematic collaboration between Nordic higher education institutions as also Sweden is planning master's programme. Higher age, having children at home and working while studying should not be considered causes for concern.

Examining the Influence of Self-Esteem and Digital Literacy on Professional Competence Factors in Dental Education: A Cross-Sectional Study

This study aims to investigate the effects of digital literacy and self-esteem on dental students’ perceptions of professional competence and to provide recommendations for improving educational programs in dental schools. A mixed-methods, descriptive, and relational scanning design was employed, using a questionnaire comprising demographic information, the Rosenberg Self-Esteem Scale (RSES), the Digital Literacy Scale (DLS), and the Professional Competence Scale (PCS). The sample included 427 dental students in Istanbul, Turkey. Statistical analyses included Cronbach Alpha, Confirmatory Factor Analysis, Mann–Whitney U, Kruskal–Wallis, Spearman’s rho correlation, and the Generalized Linear Model (Logit Model). The majority of participants were female (65.6%), aged 21 or older (85.2%), and in their 4th grade of study (35.2%). There were no significant differences in PCS scores concerning gender, age, grade, type of residence, and residence location (p &gt; 0.05). However, PCS scores were significantly higher among those who listed dentistry among their top five preferences, expressed high satisfaction with education, and demonstrated high professional interest (p &lt; 0.05). A significant, positive correlation was observed between PCS and RSES (r = 0.398; p &lt; 0.01), DLS (r = 0.404; p &lt; 0.01), preference (r = 0.120; p &lt; 0.05), education satisfaction (r = 0.298; p &lt; 0.01), and occupational interest (r = 0.502; p &lt; 0.05). Furthermore, the Logit Model analysis revealed that RSES (B = 0.290; p &lt; 0.01), DLS (B = 0.258; p &lt; 0.01), education satisfaction (B = 0.806; p &lt; 0.05), and occupational interest (B = 3.825; p &lt; 0.01) significantly influenced PCS. The findings underscore self-esteem and digital literacy’s integral role in shaping dental students’ perceptions of their professional abilities. Digital literacy is a substantial pillar supporting students’ professional competency. Coupled with a genuine interest in the field and bolstered self-confidence, digital literacy proves instrumental in enhancing students’ academic success in dentistry. By emphasizing and expanding upon digital literacy content within the curriculum, universities can further propel advancements in the dental domain. As such, it is pivotal for dental institutions to weave strategies into their educational fabric to elevate students’ self-esteem and digital proficiency.

Psychometric Validation of the Nursing Professional Competence Scale Among Italian Nurses and Albanian Nursing Students.

Background and Purpose: The main aim of this study has been the psychometric validation of an Italian translation of the Nurse Professional Competence Scale-Short Form (I-NPCS-SF), testing its validity and reliability. Methods: A multiphase design was used for the I-NPCS-SF translation and psychometric validation: (a) cultural and linguistic validation, (b) content and face validity, and (c) construct validity. Results: The I-NPCS-SF showed adequate linguistic translation, cultural adaptation, and content validity. Confirmatory factor analysis supported a four-factor structure of the I-NPCS-SF, in explaining data obtained from nurses and nursing students. Conclusions: The I-NPCS-SF demonstrated evidence of validity and reliability in measuring four professional competencies. Having an appropriate tool to be applied in the Italian context for professional competence self-assessment constitutes an essential step in measuring professional competencies.

Translation, validation and psychometric properties oftheAlbanian version of the Nurses Professional Competence Scale Short form.

The primary aim of this study was the translation and psychometric validation of the Albanian Nurse Professional Competence Scale Short Form (A-NPCS-SF) for further application in Albanian healthcare settings. The multiphase design used to develop the A-NPCS-SF comprised (1) cultural and linguistic validation, (2) content and face validity, and (3) construct validity. The A-NPCS-SF showed adequate content validity. Confirmatory factor analysis supported the six-factor structure of the A-NPCS-SF to explain the data obtained from the nurses. The A-NPCS-SF showed evidence of validity and reliability in measuring four professional competencies. Having an appropriate scale in Albanian for professional competence self-assessment by nurses constitutes an essential step in measuring these competencies. (www.actabiomedica.it).

An Observational Cross-Sectional Study on the Correlation between Professional Competencies and Self-Efficacy in Albanian Registered Nurses.

(1) Background: The assessment and application of registered nurses' professional skills are essential to providing quality and safe care. Self-efficacy can positively affect the professional competence of registered nurses. This study analysed professional competence and its association with self-efficacy among registered nurses. (2) Methods: A cross-sectional observational study was conducted. The sampling was conventional. The data collection took place through the Albanian version of the Nurse Professional Competence Scale Short Form (A-NPCS-SF), which was used to assess their professional skills, and the Albanian version of the Nursing Profession Self-Efficacy Scale (A-NPSES), which was used to assess their self-efficacy. The study was based on a convenience sample of 985 registered nurses from the 12 Albanian provinces. (3) Results: The Cronbach alpha value for the A-NPCS-SF scale was 0.947, while for the A-NPSES scale, it was 0.875, proving both scales to be reliable. Self-efficacy does not play an essential role in the development of the professional competence of registered nurses since our survey found only one dimension correlates with these two elements. (4) Conclusions: The results of our analysis have instead highlighted the importance of a close relationship between job satisfaction and the development of professional skills.

Emergency care nurses’ self-reported clinical competence before and after postgraduate education - a cross-sectional study

Changing prerequisites in healthcare leads to the increased complexity of nursing. Since there are no regulations on re-validation of competencies for emergency nurses in Sweden there is sparse knowledge on how nurses develop competencies after registration as nurses (RN). Aim: To describe self-reported professional competence after postgraduate education among RNs in emergency care settings. Method: A cross-sectional design and STROBE guidelines were used. The short version of the Nurse Professional Competence Scale was used for data collection and the data were collected before and after postgraduate education, descriptive and comparative statistic was used for analysis. Results: 62 (71%) students participated in the first data collection and an independent group of 31 (48%) students participated in the second data collection. The results showed generally good competencies before entering education and significantly improved competencies after education were found in areas of working independently and reviewing literature for evidence-based nursing Conclusion: The competencies were assessed as very good after education. Evaluating nurses' competencies supports educators in developing education to ensure the need for knowledge in emergency care. To ensure required competencies among emergency care nurses there is a need to regulate additional training and re-validation of emergency nurses’ competencies.

When nurses become ill, are they able to identify the predictors of the quality of care they received?

&lt;b&gt;Background&lt;/b&gt;: Nurses are the most qualified judges for quality of nursing care (QNC) because they have the greatest experience with standard care. It is vital to examine QNC from the perspective of nurses who have experience as hospitalized patients or as caregivers in order to perform an accurate assessment of the nursing care that is delivered to meet the needs of patients.&lt;br /&gt; &lt;b&gt;Aims&lt;/b&gt;: To examine the predictors of QNC from the perspective of nurses as patients and/or as caregivers for hospitalized relatives.&lt;br /&gt; &lt;b&gt;Methods&lt;/b&gt;: This study aimed a cross-sectional correlational design that utilized a convenience sample of 231 registered nurses recruited from eight hospitals in three health care sectors in Jordan. Data were collected using caring behaviors inventory, nurse professional competence scale, and using a single item rating scale that asked nurses to respond to the overall QNC.&lt;br /&gt; &lt;b&gt;Results&lt;/b&gt;: The hierarchical multiple regression showed that QNC scores was predicted with a high variance (61%) explained. The strongest predictive contribution was from nursing competencies. Only 34% of the participants gave positive scores for the overall QNC, and their perception was moderately positive.&lt;br /&gt; &lt;b&gt;Conclusion&lt;/b&gt;: It is necessary to examine QNC from the perspective of nurses who have experience as hospitalized patients or as caregivers.

Psychometric testing of the nurse professional competence scale Arabic version: An exploratory and confirmatory factor analyses

AimTo translate the Nurse Professional Competence Scale-Short Form English version into Arabic and psychometrically validate its properties among Saudi citizen nurses. BackgroundEvaluating nurses' professional competence is vital in delivering safe, cost-effective care and developing healthcare systems. However, psychometrically reliable and validated nurse competence scales in Arabic-speaking countries remain scant. DesignA descriptive cross-sectional design adhering to the Strengthening the Reporting of Observational Studies in Epidemiology guidelines. MethodsParticipant nurses (n = 598) were conveniently recruited from four government-owned hospitals and completed the Arabic-translated 35-item Nurse Professional Competence Scale-Short Form. We used Spearman’s rank-order correlation, exploratory factor analysis, Kaiser-Meyer-Olkin test, and confirmatory factor analysis to analyze the data. ResultsAfter exploratory factor analysis and reliability analyses, several items of the Arabic-translated 35-item Nurse Professional Competence Scale-Short Form were omitted due to high inter-item correlations and low factor loading difference. The Arabic version of the Nurse Professional Competence Scale-Short Form was reduced to 21 items, consisting of a three-factor structure: Professional Care Pedagogics, Holistic Value-Based Care, and Direct Nursing Care. Results also demonstrated that the revised three-factor structure had good overall scale reliability, good subscale internal consistencies, and acceptable construct validity using the confirmatory factor analysis. ConclusionThe 21-item Nurse Professional Competence Scale-Short Form Arabic version is a useful scale, having demonstrated construct validity and reliability. Therefore, nurse managers in Arabic-speaking nations could assess their nurses' professional competence using the 21-item Nurse Professional Competence Scale-Short Form Arabic version to develop proactive programs that enhance professional competence.

Factors Related to Nursing Students’ Competence in Pandemic Situation

Due to the epidemic, nursing students were barred from practising in hospitals throughout their co-assistance phase. A comprehensive examination of their perceptions of their skills throughout this period will help enhance education, eliminate gaps, and produce well-trained nurses. Therefore, this study examines co-assistant nursing students' perspectives on their competency and the factors that influence it. The research method was a correlational survey approach. There were 297 co-assistant nursing students chosen as a sample using a consecutive sampling technique from 1085 co-assistant nursing students who were registered at PD-DIKTI. The Nurse Professional Competence Scale Short Form (NPCS-SF), which has 35 items, was used to measure the clinical competence of respondents. Bivariate analysis used the Chi-Square test with a 95% confidence interval, while multivariate analysis used Logistic Regression. From the research process, this study found that most respondents perceive that they are less competent in learning during this pandemic (71.4%). It also can be concluded that respondents' satisfaction with learning methods and facilities is significantly related to students' competence (&lt;0.05). Based on the value of OR, respondents who are satisfied with the learning method during the pandemic will be 1.7 times the opportunity to be competent compared to those who do not. From the logistic regression results, only the respondents' satisfaction with learning facilities during the pandemic significantly affected their perceptions of their competence. In conclusion, the clinical competence of co-assistance nursing students is strongly influenced by the learning facilities they get. Pandemic conditions cause students to not be facilitated optimally at a hospital or other clinical settings, ultimately reducing their confidence in the competencies experienced.

The Arabic Nurse Professional Competence-Short Version Scale (NPC-SV-A): Transcultural Translation and Adaptation with a Cohort of Saudi Nursing Students.

There is broad consensus that assessing and improving the competence of nurses is a crucial element of nursing education and practice. Numerous national and international nursing research studies have used the 35-item Nurse Professional Competence Scale (NPC-SV) to measure the self-reported competence of nursing students and registered nurses. To increase its usage in Arabic-speaking nations, however, a culturally adapted Arabic version of the scale with the same level of quality was necessary. The study aimed to develop a culturally adapted Arabic version of the NPC-SV and evaluate its reliability and validity (construct, convergent, and discriminant types). Methodological descriptive cross-sectional design was utilized. A convenience sampling technique was employed to recruit 518 undergraduate nursing students from three Saudi Arabian institutions. The translated items were appraised by a panel of experts, who considered the content validity indexes. The structure of the translated scale was examined using exploratory and confirmatory factor analysis, structural equation modelling, and the Analysis of Moment Structure method. When utilized with nursing students in Saudi Arabia, the Arabic short version of the Nurse Professional Competence Scale (NPC-SV-A) was shown to be reliable and valid in terms of its content, construct, convergent, and discriminant validity. Cronbach's alpha for the entire NPC-SV-A scale was 0.89 and varied from 0.83 to 0.89 for each of the six subscales. Exploratory factor analysis (EFA) revealed six significant factors with 33 items that accounted for 67.52 percent of the variance. The scale was congruent with the suggested six-dimensional model, as confirmed by confirmatory factor analysis (CFA). The Arabic version of the NPC-SV, which was reduced to 33 items, showed good psychometric properties, with a six-factor structure accounting for 67.52% of the total variance. When used alone, this 33-item scale can allow for more in-depth evaluations of self-reported competence among nursing students and licensed nurses.

Factors associated with changes in students’ self-reported nursing competence after clinical rotations: a quantitative cohort study

BackgroundThe quality of nursing care in different healthcare contexts can be associated with the level of available nursing competence. Physical assessment skills are vital in nurses' assessment of patient care needs. However, in nursing education, using physical assessment skills is challenging for nursing students who struggle to apply these skills comprehensively in a clinical rotation. Therefore, this study explores changes in nursing competence, factors associated with changes after clinical rotations, and whether a Suite of Mobile Learning Tools supports changes in confident use of basic physical assessment skills.MethodsA quantitative cohort study with an explorative pre-and post-test design. During autumn 2019 and spring 2020, 72 s-year nursing students and 99 third-year students participated in the study. The Nurse Professional Competence scale short form was used to investigate students’ self-reported changes in nursing competence, and a study-specific questionnaire was used to investigate students’ confidence concerning performing physical assessments. The students voluntarily used the Suite of Mobile Learning Tools for the learning of physical assessment. Linear regression analysis was used to identify factors associated with changes in nursing competence after clinical rotation. The STROBE guidelines for cohort studies were followed for study reporting.ResultsAfter the clinical rotation, both student groups reported changes in nursing competence and confidence in performing physical assessment skills, with statistically significant moderate or large changes in all areas. The Suite of Mobile Learning Tools was evaluated as being useful for learning physical assessment. The regression analysis showed that confidence in performing physical assessment skills, the usefulness of the Suite of Mobile Learning Tools, and a higher nursing competence at the start of clinical rotation were positively associated with overall nursing competence.ConclusionBasic physical assessment skills are an important component of nursing competence and can be considered one of the pillars of person-centered care, as proposed by the Fundamentals of Care framework. Spaced repetition and access to digital resources are suggested pedagogical approaches to enhance student confidence in the use of assessment skills within academic and clinical contexts.

The nurse professional competence scale

Background: Nursing students should develop sufficient professional competence during their nursing education as a prerequisite for providing safe care of high quality utilizing a holistic approach that suits the caring context of their patients. Despite the abundance of studies on professional competence in international literature such as the Scandinavian countries, there are no studies conducted in the Middle East in general and in Saudi Arabia in particular. Aim: The current report is part of a larger study that assessed the self-reported professional competence of newly graduated nursing students in Saudi Arabia. Setting and Design: A cross-sectional correlational study was carried out with a convenience sample of 317 senior Saudi students at the point of graduation from a nursing college affiliated with a public university in Saudi Arabia. Materials and Methods: Data was collected using the Nurse Professional Competence (NPC) Scale – a short version consisting of 35 items and the 10-item General Self-Efficacy (GSE) Scale. Statistical Analysis: The mean scores were calculated for the competency areas, and the median score and interquartile were used for nonparametric variables that were not normally distributed (Shapiro–test). The Chi-square test for data between groups, the Kruskal–Wallis test for comparing more than two independent groups, and Mann–Whitney U-test for comparing two independent groups. In addition, Spearman correlation coefficients to test correlations between groups and the NPC Scale. Results: Students scored highest in the competence areas of nursing care, value-based nursing care, and care pedagogics and lowest scores in the areas of documentation and administration of nursing care, development, leadership and organization of nursing care, and medical and technical care. Professional competence was significantly associated with students' quality of health and GSE. Conclusion: It is important to incorporate competencies in the nursing program and to assess newly graduated students' competence upon graduation. We suggest a follow-up study of these graduates to assess the development of professional competencies and self-efficacy across their internship years.

Psychometric evaluation of the Austrian version of the Nurse Professional Competence Scale Short Form (NPC–SF–AUT)

Background and objective: The continuous assessment of nursing competence is internationally established and an important task in the further development of professional nursing. The Nurse Professional Competence Scale Short Form is a potentially appropriate instrument to assess the competence of Austrian Registered Nurses (RN). However, the translated and Austrian-specific culturally adapted version of the scale has not yet been sufficiently psychometrically tested. The aim of this study was to test the validity and internal consistency of the Austrian version of the Nurse Professional Competence Scale Short Form.Methods: We conducted an exploratory cross-sectional study. Between October 2021 and January 2022, Registered Nurses from a total of 16 hospitals were invited to assess their competencies using the Austrian version of the Nurse Professional Competence Scale Short Form. Principal axis factor analysis with Promax rotation was performed to test construct validity. Both Cronbach's Alpha and McDonald’s Omega coefficients were used to evaluate internal consistency.Results: Data from a total of 576 Registered Nurses were included in the psychometric evaluation. Both the Kaiser-Meyer-Olkin coefficient (KMO = 0.958) and the significant Bartlett test (χ2 = 12430.988; df = 595; p &lt; .001) indicated appropriate fit of the data for factor analysis. Using principal axis factor analysis with Promax rotation, five factors were extracted, explaining a total of 60.5% of the variances. The Nurse Professional Competence Scale Short Form German Austrian language version (NPC–SF–AUT) thus comprises 35 items representing the five factors “Health promotion and safeguarding” (13 items), “Multi-professional cooperation and development” (7 items), “Process-guided nursing care” (5 items), “Inclusive decision-making” (5 items) and “Rule-governed professional practice” (5 items). Both the factor-specific Cronbach’s Alpha and McDonald’s Omega coefficients confirmed good to excellent (α = 0.83-0.92; Ω = 0.83-0.92) internal consistency of the NPC-SF-AUT.Conclusions: The NPC–SF–AUT is a valid and internal consistent instrument for the self-assessment of RNs’ competence in Austria. The instrument can be used for the continuous assessment of nursing competence and thus contribute to the advancement of the nursing profession.

Evaluation of Austrian nurses’ competence and factors related to it: An exploratory cross-sectional study

Background and objective: The continuous assessment of Registered Nurses' (RNs') competence is important at individual, organizational and systemic levels. Qualifications, the professional working environment as well as experience influence nursing competence. Nursing has significantly changed over the last 25 years in Austria, but RNs’ competence has not been evaluated so far. The aim of the study was to assess nursing competence of Austrian RNs, considering relevant influencing factors.Methods: An exploratory cross-sectional study was conducted. Between October 2021 and February 2022 a total of 841 RNs from 16 Austrian hospitals self-assessed their nursing competencies using the Austrian version of the Nurse Professional Competence Scale Short Form (NPC-SF-AUT). Multiple subgroup analyses with regard to theoretically reasonable influence factors on nursing competence were performed to explore differences in the extent of RNs’ competence.Results: Competencies in scale factors Multi-professional development and cooperation as well as in Health promotion and safeguarding were found as lowest. The overall work experience as well as further education and training had a significant influence on nursing competence, whereas the type of nursing education (vocational vs. higher education), the professional understanding of nursing care and the type of medical discipline did not.Conclusions: Appropriate structures must be implemented to ensure the development and application of Austrian RNs’ basically acquired competencies in practice.

Okul Öncesi Çalışanlarının Olumsuz Çocukluk Yaşantılarına Dair Farkındalık Düzeyleri ve Müdahale Stratejileri

Erken çocukluk eğitimi alanında çalışan öğretmen, okul yöneticisi ve destek personelinin olumsuz çocukluk yaşantılarına (OÇY) ilişkin farkındalık düzeylerini, OÇY saptama yeterliklerini ve OÇY müdahale stratejilerini inceleyen bu araştırma nedensel karşılaştırma, betimsel ve ilişkisel tarama desenleri kullanılarak yürütülmüştür. Araştırmanın örneklemi, seçkisiz olmayan örnekleme yöntemlerinden ulaşılabilir/uygun örneklemeyle seçilen, Adıyaman il merkezinde çalışan okul öncesi öğretmeni (n = 78), okul yöneticisi (n = 23) ve destek personelinden (n = 40) oluşmuştur. Veriler, demografik bilgi formu, OÇY saptama yeterliği anketi, OÇY müdahale anketi ve öğretmen mesleki yetkinlik ölçeği kullanılarak toplanmıştır. Öğretmenlerin ve okul yöneticilerinin OÇY farkındalık düzeyleri ile OÇY saptama yeterliğinde kendilerini yeterli algıladığı, destek personelinin ise kendilerini yetersiz algıladığı belirlenmiştir. OÇY bildiriminde bulunulması gereken durumlarda, öğretmenler ve destek personelinin okul yönetimini, okul yöneticilerinin ise Aile ve Sosyal Hizmetler Bakanlığı tarafından oluşturulmuş Alo 183’ü tercih ettikleri görülmüştür. Okulda OÇY saptanması durumunda tüm katılımcılar olaya müdahale edeceklerini, bu kapsamda öncelikli olarak okul rehberlik servisini sürece dahil edeceklerini belirtmişlerdir. Bunlara ek olarak, öğretmen mesleki öz yetkinlik düzeyi ile OÇY saptama yeterliği arasında pozitif yönlü ilişki olduğu belirlenmiştir.

Transcultural adaptation and validity of the nurse professional competence scale Korean version for graduating nursing students: An explanatory factor analysis.

The study aimed to assess the validity and reliability of the short-form Nurse Professional Competence Scale-Korean version (NPC-K) among Korean nursing students at the point of graduation. This was a cross-sectional survey. The Nurse Professional Competence scale was translated into Korean using the World Health Organization (WHO) translation method. A total of 195 graduating nursing students participated. Exploratory factor analysis for validity and Cronbach's alpha coefficients for reliability were examined. Factor analysis showed that five NPC-K factors accounted for 68.38% of the total variance. Cronbach's alpha for the total scale was 0.97. The NPC-K has high internal reliability and acceptable construct validity. The content of the scale reflected nursing students' confidence in formal competence requirements based on Korean cultural and educational backgrounds. An accurate assessment of nurse professional competence using the NPC-K may help nursing academics enhance the quality of education and training.

Self-reported Professional Competence Among Swedish Contact Nurses in Cancer Care: A Cross-sectional Study

Background: Since 2011, patients in Swedish cancer care have been offered a contact nurse (CN). The CN role is to improve patient participation, care continuity, and provide information and manage patients’ symptoms and needs across the whole continuum of the cancer pathway. A competence profile for the CN role is yet to be developed, and it is important to assess CNs’ self-reported competence to assure that they are well equipped for the role. Objectives: To assess self-reported professional competence among contact nurses working in Swedish cancer care and relate the findings to education level and clinical experience. Methods: The Nurse Professional Competence scale short form (35 items) was used to assess the nurses’ professional competence. Data were collected through a web-based survey in 2017 in 2 regional cancer centers in Sweden. Results: One hundred eight CNs participated in the study and reported highest scores in “value-based nursing care” and lowest scores in “development, leadership, and organization of nursing care.” Higher age, extended clinical work experience, and academic degree were significantly associated with higher competence. Conclusions: CNs with extensive work experience and CNs with an academic degree reported higher scores concerning their generic competence. There is a need in future studies to assess CNs’ specific competence in cancer care. Implications for Practice: There is room for improvement in the competence development of CNs, primarily in the areas of leadership and organization of nursing care. What is Foundational: CNs’ competence regarding leadership and organization should be improved, preferably as part of academic education.