Nursing Students Core Competencies Scale

2013 ◽  
Author(s):  
Shoa-Jen Perng ◽  
Roger Watson
Keyword(s):  
Nursing Students ◽  
Core Competencies

scholarly journals Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 70 ◽  
Author(s):  
Cheryl Cropp ◽  
Jennifer Beall ◽  
Ellen Buckner ◽  
Frankie Wallis ◽  
Amanda Barron
Keyword(s):  
Nursing Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Hospital Setting ◽  
Pharmacy Students ◽  
Patient Centered ◽  
Survey Responses

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

Responsibility among bachelor degree nursing students: A concept analysis

2018 ◽  
Vol 26 (5) ◽  
pp. 1398-1409 ◽  
Author(s):  
Saeed Ghasemi ◽  
Fazlollah Ahmadi ◽  
Anoshirvan Kazemnejad
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Core Competencies ◽  
Quality Care ◽  
Concept Analysis ◽  
Operational Definition ◽  
Evolutionary Approach ◽  
Task Orientation ◽  
Bachelor Degree ◽  
Complex Concept

Background: Responsibility is an important component of the professional values and core competencies for bachelor degree nursing students and has relationships with nursing education and professionalization. It is important for providing safe and high-quality care to the clients for the present and future performance of student. But there is no clear and operational definition of this concept for bachelor degree nursing students; however, there are extensive contents and debates about the definitions, attributes, domains and boundaries of responsibility in nursing and non-nursing literature. Objective: To examine the concept of responsibility among bachelor degree nursing students using the evolutionary approach to concept analysis. Methods: A total of 75 articles published between 1990 and 2016 and related to the concept of responsibility were selected from seven databases and considered for concept analysis based on Rogers’ evolutionary approach. Ethical considerations: Throughout all stages of data collection, analysis and reporting, accuracy and bailment were respected. Findings: Responsibility is a procedural, spectral, dynamic and complex concept. The attributes of the concept are smart thinking, appropriate managerial behaviours, appropriate communicational behaviours, situational self-mandatory and task-orientation behaviours. Personal, educational and professional factors lead to the emergence of the responsible behaviours among bachelor degree nursing students. The emergence of such behaviours facilitates the learning and education process, ensures nursing profession life and promotes clients and community health level. Responsibility has some effects on nursing students. Discussion: This concept had been changed over time since 1990–2016. There are similarities and differences in the elements of this concept in disciplines of nursing and other educational disciplines. Conclusion: The analysis of this concept can help to develop educational or managerial theories, design instruments for better identification and evaluation of responsible behaviours among bachelor degree nursing students, develop strategies for enhancing the responsibility and improve the safety and quality of nursing care in the community and healthcare system.

scholarly journals Training of adolescent multipliers from the perspective of health promotion core competencies

2018 ◽  
Vol 71 (1) ◽  
pp. 89-96 ◽  
Author(s):  
Kely Vanessa Leite Gomes da Silva ◽  
Gleice Adriana Araújo Gonçalves ◽  
Shayane Bezerra dos Santos ◽  
Maria de Fatima Antero Sousa Machado ◽  
Cristiana Brasil de Almeida Rebouças ◽  
...  
Keyword(s):  
Health Promotion ◽  
Nursing Students ◽  
Core Competencies ◽  
Core Competency ◽  
Descriptive Study ◽  
Training Process ◽  
Theoretical Contribution ◽  
Communication Techniques ◽  
Ongoing Training

ABSTRACT Objective: Recognize the domains of health promotion core competencies in the training process of adolescents carried out by nursing students. Method: Qualitative and descriptive study, which used the theoretical methodological contribution Developing Competencies and Professional Standards for Health Promotion Capacity Building in Europe (CompHP), carried out with 14 nursing students. Results: There were four domains: Enable Change; Mediate through Partnership; Communication; and Leadership. These domains came from the interest and commitment of adolescents in intersectoral partnership, the use of communication techniques, and the role of facilitator to catalyze learning and empowerment. Conclusion: There were some domains of core competency in the training of adolescents, suggesting that nursing students act as health promoters. Challenges for Nursing are the implementation of a theoretical contribution of CompHP in undergraduate and ongoing training to carry out health promotion action.

scholarly journals An Exploration of Motivation for Disaster Engagement and Its Related Factors among Undergraduate Nursing Students in Taiwan

2020 ◽  
Vol 17 (10) ◽  
pp. 3542
Author(s):  
Shwu-Ru Liou ◽  
Hsiu-Chen Liu ◽  
Chun-Chih Lin ◽  
Hsiu-Min Tsai ◽  
Ching-Yu Cheng
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Core Competencies ◽  
Pearson Correlation ◽  
Related Factors ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing Competence

The purpose of the study was to explore the levels of and relationships between disaster nursing competence, anticipatory disaster stress, and the motivation for disaster engagement among undergraduate nursing students in Taiwan. A cross-sectional research design was applied. Using convenience sampling, 90 nursing students participated with an 86.54% response rate. The Disaster Core Competencies Questionnaire, Anticipatory Disaster Stress Questionnaire, and Motivation for Disaster Engagement Questionnaire were used to collect data. The Pearson correlation and ANOVA were used to analyze the data. Results showed that students’ level of disaster nursing competence was low, anticipatory disaster stress was not high, and motivation for disaster engagement was high. Motivation for disaster engagement was positively correlated with anticipatory disaster stress. Students who were more willing to participate in disaster management had a higher level of anticipatory disaster stress and motivation for disaster engagement. It is suggested that healthcare institutions and schools should work together to design disaster education plans using innovative teaching/learning strategies to increase students’ willingness and motivation for disaster engagement.

scholarly journals USING MULTIPLE ASSESSORS TO EVALUATE CORE COMPETENCIES OF NURSING STUDENTS: A 360° EVALUATION APPROACH

2013 ◽  
Vol 03 (03) ◽  
pp. 013-017
Author(s):  
Hemalatha R. ◽  
B S Shakuntala
Keyword(s):  
Nursing Students ◽  
Correlation Coefficient ◽  
Rating Scale ◽  
Core Competencies ◽  
Item Score ◽  
Pearson’S Correlation ◽  
Pearson’S Correlation Coefficient ◽  
Evaluation Approach ◽  
Pearson's Correlation ◽  
Pearson's Correlation Coefficient

AbstractTraditional student evaluations have always been by the teaching faculty with less or no input from the nurses, patients, peers or even student's self. The objective of our study was to use 360 degree feedback in the evaluation of core competencies of final year nursing students and compare the ratings of RN, patients, peers and self rating of student. 374 final year students of selected nursing colleges in Bangalore and Tumkur were enrolled for the study. Patients, RN, peers and students themselves completed evaluator-specific evaluations in the first week of clinical period by using a validated 3 point rating scale of 40 items for both the peer and self and 21 and 20 items for the patients and RN respectively. Mean scores were tallied for each domain and for the total scale. Agreement between the raters was done using Pearson's correlation coefficient. A total of 1496 evaluations were completed for 374 samples. The mean item score ranged from 4.86 to 5.17 across all competency domains. The overall mean rating score for self, peer, client and RN was 43.7(SD 3.16), 43.6 (SD 2.34), 20.6 (SD 1.65) and 20.2 (SD 1.83) respectively. The self and peer ratings of the students were higher than the ratings of RN's and patients. None of the students were at the novice level. The Pearson's correlation coefficient between peer and self evaluation was statistically significant(r=0.28; p at 0.01 level). There was a weak but statistically significant positive relationship between peer and RN evaluation(r=0.11; p at 0.05 level). As different raters rated the students differently there was no significant relationship between self, patient, and RN ratings. This study finds potential value in the use of 360 degree evaluation of nursing students in both the hospital and community settings.

scholarly journals Toward an Integrative Nursing Curriculum: Combining Team-Based and Problem-Based Learning with Emergency-Care Scenario Simulation

2020 ◽  
Vol 17 (12) ◽  
pp. 4612 ◽  
Author(s):  
Cheng-Yi Huang ◽  
Ya-huei Wang
Keyword(s):  
Nursing Students ◽  
Emergency Care ◽  
Single Case ◽  
Teacher Performance ◽  
Core Competencies ◽  
Problem Based Learning ◽  
Scenario Simulation ◽  
Integrative Curriculum ◽  
Nursing Competencies ◽  
Central Taiwan

Objective: The study intended to combine team-oriented, problem-based learning (PBL) with emergency-care simulation to investigate whether an integrative intervention could positively impact the core nursing competencies and teacher performance of nursing students. Methods: The study belonged to the domain of action research, which aimed to address the weaknesses of traditional teacher-led, lecture-based learning. An 18-week, single-case experimental design, in which 58 senior nursing students at a medical university in central Taiwan participated, was conducted to test the possible benefits of the intervention. The measures included the Scale of Core Nursing Competencies and the Teacher Performance Evaluation Scale. Results: The research results showed that nursing students who received integrative training that combined team-based PBL with emergency-care scenario simulation had stronger mastery over core nursing competencies. At the same time, they also evaluated both the “Emergency Care” course for which the curriculum was used and the teachers’ performance in that course more highly. Conclusions: The findings suggest that an integrative curriculum combining team-based PBL with scenario simulation is worth pursuing. Compared with traditional teacher-led, lecture-based teaching, this curriculum may be more effective in helping nursing students develop core competencies in their field.

scholarly journals Learning Outcomes of a Flipped Classroom Teaching Approach in an Adult-health Nursing Course: A Quasi-Experimental Study

2019 ◽  
Author(s):  
Jun-Yu Fan ◽  
Ying-Jung Tseng ◽  
Li-Fen Chao ◽  
Shiah-Lian Chen ◽  
Sui-Whi Jane
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Core Competencies ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Adult Health ◽  
Quasi Experimental ◽  
Health Nursing ◽  
Nursing Course

Abstract Background New teaching strategies must be developed not only to enhance nurse’s competence but also to allow nurses to respond to the complex health care needs of today’s society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program.Methods The study was a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 assigned to an experimental group and 198 to a control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students’ learning outcomes.Results The experimental group did show that there were statistically significant increases in overall scores for self-evaluated core competencies, the “self-modification” subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction.Conclusions A flipped classroom teaching approach had a positive impact on student’s learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for an RN-to-BSN program for today’s complex revolution in nursing curricula, and may enhance nursing students’ abilities to address numerous challenges.

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