scholarly journals The Comparative Study of Clinical Competence of Emergency Nurses Using Self-Assessment and Evaluation Methods by Head Nurses

2019 ◽  
Author(s):  
Motahareh Musavi Ghahfarokhi ◽  
Elina Mehrafruz ◽  
Arman Radmehr ◽  
Maryam Kiarsi ◽  
Marziyeh Beigom Bigdeli Shamloo
Keyword(s):  
Clinical Competence ◽  
Professional Competence ◽  
Evaluation Methods ◽  
Clinical Competency ◽  
Clinical Environment ◽  
Emergency Nurses ◽  
Self Assessment ◽  
Clinical Competencies ◽  
Assessment And Evaluation ◽  
Nursing Managers

Abstract Background: Clinical competency is the ability of nurses in playing a professional role in a clinical environment specially emergency department as the quality of the services provided. The present study aimed to compare the clinical competence of the emergency nurses using self-assessment and evaluation methods by head nurses. Method: The study was designed in a descriptive-analytical way, collecting self-assessment questionnaire and evaluation methods by head nurse’s data. 70 nurses working in Emergency Departments of 3 Hospitals were selected and studied for 3 months based on entry requirements to the census. The instrument was a clinical competency questionnaire with questions in 7 functional fields and 63 skills. The data obtained from descriptive and inferential statistics were analyzed by SPSS-16. Result: The viewpoints of nurses and head nurses on the clinical competencies of nurses were assessed at a moderate level in the majority of domains. Nurses defined their clinical competencies at a significantly higher level compared to the head nurses (P<0.05). conclusion : The periodic assessment of emergency nurses as a critical part and the turning point of the hospital can guide the managers and nursing managers to pay attention to professional competence and promote continuing education programs for improving their competencies in this section.

scholarly journals Comparative Study of the Clinical Competence of Emergency Nurses Using Self-Assessments and Head Nurse Evaluations

2020 ◽  
Author(s):  
motahareh musavi ghahfarokhi ◽  
Elina Mehrafruz ◽  
Arman Radmehr ◽  
maryam kiarsi ◽  
Marziyeh Beigom Bigdeli Shamloo
Keyword(s):  
Emergency Department ◽  
Clinical Competence ◽  
Professional Competence ◽  
Clinical Competency ◽  
Clinical Environment ◽  
Emergency Nurses ◽  
Head Nurse ◽  
Self Assessment ◽  
Clinical Competencies ◽  
Self Assessments

Abstract Background: Clinical competency is the ability of nurses to play a professional role in a clinical environment, especially in an emergency department, in terms of the quality of the services provided. The present study aimed to compare the clinical competence of emergency department nurses using self-assessments and evaluations by head nurses. Method: A descriptive-analytical study was conducted from July to September 2017. The census method was used to select 70 nurses working in the emergency departments of three hospitals. Data was collected by using self-assessment questionnaires and evaluations by head nurses. The instrument was a clinical competency questionnaire with questions related to seven functional fields and 63 skills. The data obtained from descriptive and inferential statistics were analyzed by SPSS-16. Result: The viewpoints of nurses and head nurses on the clinical competencies of nurses were assessed as being at a moderate level in the majority of domains. Nurses defined their clinical competencies at a significantly higher level than the head nurses (P<0.05). Conclusion: The periodic assessment of emergency nurses, as a critical part of the hospital, can guide nursing managers to pay attention to professional competence and promote continuing education programs for improving their competencies.

scholarly journals Comparative Study of Evaluating the Clinical Competence of Emergency Nurses Using Self-assessments and Assessment by Head Nurses

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Motahareh Musavi Ghahfarokhi ◽  
Elina Mehrafruz ◽  
Arman Radmehr ◽  
Maryam Kiarsi ◽  
Marzieh Beigom Bigdeli Shamloo
Keyword(s):  
Clinical Competence ◽  
Analytical Study ◽  
Clinical Competency ◽  
Clinical Environment ◽  
Emergency Nurses ◽  
Self Assessment ◽  
Clinical Competencies ◽  
Emergency Department Nurses ◽  
Self Assessments

Background: Clinical competency is the ability of nurses to play a professional role in a clinical environment, in terms of the quality of the services provided. Objectives: The present study aimed to compare the clinical competence of emergency department nurses using self-assessments and evaluations by head nurses. Methods: A descriptive-analytical study was conducted from July to September 2019. The census method was used to select 70 nurses working in the emergency departments of three hospitals. Data was collected by using self-assessment questionnaires and evaluations by head nurses. The instrument was a clinical competency questionnaire with questions related to seven functional fields and 73 skills. Results: The viewpoints of nurses and head nurses on the clinical competencies of nurses were assessed at a moderate level in the majority of domains. Nurses defined their clinical competencies at a significantly higher level than the head nurses (P < 0.05). Conclusions: Based on the results, it is assumed that using more than one method and simultaneously applying multiple methods in an assessment will provide more accurate results about nurses’ clinical competence.

scholarly journals Nyutdannede jordmødres vurdering av utdanning, klinisk kompetanse og arbeidsforhold

2015 ◽  
Vol 10 (2) ◽  
pp. 139 ◽  
Author(s):  
Mari Landsverk Hagtvedt ◽  
Tine Schauer Eri
Keyword(s):  
Working Conditions ◽  
Clinical Competence ◽  
Professional Competence ◽  
Perinatal Period ◽  
Evaluation Study ◽  
Full Time ◽  
Self Assessment ◽  
Part Time ◽  
Time Position

<p>Newly qualified midwives’ self-assessment of education, clinical competence and working conditions</p><p>In Norway, post-graduate nursing programmes are being transformed into master programmes. This occurs without previous evaluation of the study programmes. The level of competence and the requirements of newly qualified are being discussed, and a mentoring programme has been suggested to ensure follow-up and development of clinical competence. In central parts of the country, newly qualified midwives have difficulties getting a permanent full time position, which affects their possibilities to develop clinical competence. An evaluation study of the midwifery program at Vestfold University College has been performed to assess its relevance for professional work, as well as mapping the respondents’ working conditions and their self-assessment of clinical competence. The method used was a survey. The respondents rate the program as good. They lack competence to manage complicated conditions related to the perinatal period, and are inadequate when it comes to issues related to women’s sexual heath. These midwives work part-time, and it may take years to get a permanent position. They rate the follow-up as newly qualified as satisfying, yet they do not feel sufficiently confident during clinical practice. Comprehensive national midwifery competence will require more full time positions and better follow-up of newly qualified. To lay the basis for the content in master programmes, there is a need for a national evaluation of the midwifery programmes and a review of the professional competence of newly qualified.</p>

scholarly journals The Objective Structured Clinical Examination as an assessment strategy for clinical competence in Novice Nursing Practitioners in Taiwan

2020 ◽  
Author(s):  
Sue-Hsien Chen ◽  
Shu-Ching Chen ◽  
Yo-Ping Lai ◽  
Pin-Hsuan Chen ◽  
Kun-Yun Yeh
Keyword(s):  
Interpersonal Communication ◽  
Work Stress ◽  
Clinical Competence ◽  
Professional Competence ◽  
Poor Performance ◽  
Assessment Process ◽  
Clinical Competency ◽  
Passing Rate ◽  
Professional Assessment ◽  
Quasi Experimental

Abstract Background: The conventional written tests and professional assessment have limitation in fair judgement of clinical competence. Because the examiners may not have total objectivity and may lack standardization throughout the assessment process. We sought to design a valid method of competence assessment in medical and nursing specialties. This work was aimed to develop an Objective Structured Clinical Exam (OSCE) to evaluate novice nursing practitioners’ clinical competency, work stress, professional confidence, and career satisfaction. Methods: A Quasi-experimental study (pre-post). Fifty-five novice nursing practitioners received the OSCE three-months following their graduation, which consisted of four stations: history taking, physical examination, problem-directed management, interpersonal communication, and the required techniques of related procedures. The examiners had to complete an assessment checklist, and the participants had to complete a pre-post questionnaire (modified from a Nursing Competency Questionnaire, a Stress scale, and Satisfaction with Learning scale). Results: Among the novice nursing practitioners, 41 of them (74.5%) passed the exam with a mean score of 61.38 ± 8.34. There was a significantly higher passing rate among nurses who were working in medical-surgical wards (85.7%) and the intensive care unit-emergency department (77.8%) compared to novice nursing practitioners working in other units. All the novice nursing practitioners at Station A had poor performance in assessing patients with a fever. OSCE performance was more associated with educational attainment and work unit, rather than the gender. Finally, the participants showed statistically significant increases in their clinical competency, confidence in their professional competence, satisfaction with the clinical practice, and decreased work stress after the OSCE. Conclusions: We found that the OSCE process had a positive educational effect, in providing a meaningful and accurate assessment of the competence of novice nursing practitioners. Although the implementation of an OSCE remains costly, the consequent benefits for novice nursing practitioners, educators, and administrators can outweigh its costs, demonstrated by the increased competence and workforce stability following OSCE training.

scholarly journals The objective structured clinical examination as an assessment strategy for clinical competence in novice nursing practitioners in Taiwan

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Sue-Hsien Chen ◽  
Shu-Ching Chen ◽  
Yo-Ping Lai ◽  
Pin-Hsuan Chen ◽  
Kun-Yun Yeh
Keyword(s):  
Interpersonal Communication ◽  
Work Stress ◽  
Clinical Competence ◽  
Professional Competence ◽  
Clinical Skills ◽  
Poor Performance ◽  
Assessment Process ◽  
Clinical Competency ◽  
Professional Assessment ◽  
Quasi Experimental

Abstract Background The conventional written tests and professional assessment have limitation in fair judgement of clinical competence. Because the examiners may not have total objectivity and may lack standardization throughout the assessment process. We sought to design a valid method of competence assessment in medical and nursing specialties. This work was aimed to develop an Objective Structured Clinical Exam (OSCE) to evaluate novice nursing practitioners’ clinical competency, work stress, professional confidence, and career satisfaction. Methods A Quasi-experimental study (pre-post). Fifty-five novice nursing practitioners received the OSCE three-months following their graduation, which consisted of four stations: history taking, physical examination, problem-directed management, interpersonal communication, and the required techniques of related procedures. The examiners had to complete an assessment checklist, and the participants had to complete a pre-post questionnaire (modified from a Nursing Competency Questionnaire, a Stress scale, and Satisfaction with Learning scale). Results Among the novice nursing practitioners, 41 of them (74.5 %) passed the exam with a mean score of 61.38 ± 8.34. There was a significantly higher passing rate among nurses who were working in medical-surgical wards (85.7 %) and the intensive care unit-emergency department (77.8 %) compared to novice nursing practitioners working in other units. All the novice nursing practitioners at Station A had poor performance in assessing patients with a fever. OSCE performance was more associated with educational attainment and work unit, rather than the gender. Finally, the participants showed statistically significant increases in their clinical competency, confidence in their professional competence, satisfaction with the clinical practice, and decreased work stress after the OSCE. Conclusions We found that the OSCE process had a positive educational effect, in providing a meaningful and accurate assessment of the competence of novice nursing practitioners. An appropriate OSCE program is vital for novice nursing practitioners, educators, and administrators. The effective application of OSCEs can help novice nursing practitioners gain confidence in their clinical skills.

scholarly journals The Objective Structured Clinical Examination as an Assessment Strategy for Clinical Competence in Novice Nursing Practitioners in Taiwan

2020 ◽  
Author(s):  
Sue-Hsien Chen ◽  
Shu-Ching Chen ◽  
Yo-Ping Lai ◽  
Pin-Hsuan Chen ◽  
Kun-Yun Yeh
Keyword(s):  
Interpersonal Communication ◽  
Work Stress ◽  
Clinical Competence ◽  
Professional Competence ◽  
Poor Performance ◽  
Assessment Process ◽  
Clinical Competency ◽  
Passing Rate ◽  
Professional Assessment ◽  
Quasi Experimental

Abstract Background: The conventional written tests and professional assessment have limitation in fair judgement of clinical competence. Because the examiners may not have total objectivity and may lack standardization throughout the assessment process. We sought to design a valid method of competence assessment in medical and nursing specialties. This work was aimed to develop an Objective Structured Clinical Exam (OSCE) to evaluate novice nursing practitioners’ (NNPs’) clinical competency, work stress, professional confidence, and career satisfaction. Methods: A Quasi-experimental study (pre-post). Fifty-five NNPs received the OSCE three-months following their graduation, which consisted of four stations: history taking, physical examination, problem-directed management, interpersonal communication, and the required techniques of related procedures. The examiners had to complete an assessment checklist, and the participants had to complete a pre-post questionnaire (modified from a Nursing Competency Questionnaire, a Stress scale, and Satisfaction with Learning scale). Results: Among the NNPs, 41 of them (74.5%) passed the exam with a mean score of 61.38 ± 8.34. There was a significantly higher passing rate among nurses who were working in medical-surgical wards (85.7%) and the intensive care unit-emergency department (77.8%) compared to NNPs working in other units. All the NNPs at Station A had poor performance in assessing patients with a fever. OSCE performance was more associated with educational attainment and work unit, rather than the gender. Finally, the participants showed statistically significant increases in their clinical competency, confidence in their professional competence, satisfaction with the clinical practice, and decreased work stress after the OSCE. Conclusions: We found that the OSCE process had a positive educational effect, in providing a meaningful and accurate assessment of the competence of NNPs. Although the implementation of an OSCE remains costly, the consequent benefits for NNPs, educators, and administrators can outweigh its costs, demonstrated by the increased competence and workforce stability following OSCE training.

scholarly journals The Objective Structured Clinical Examination as an assessment strategy for clinical competence in Novice Nursing Practitioners in Taiwan

2021 ◽  
Author(s):  
Sue-Hsien Chen ◽  
Shu-Ching Chen ◽  
Yo-Ping Lai ◽  
Pin-Hsuan Chen ◽  
Kun-Yun Yeh
Keyword(s):  
Interpersonal Communication ◽  
Work Stress ◽  
Clinical Competence ◽  
Professional Competence ◽  
Poor Performance ◽  
Assessment Process ◽  
Clinical Competency ◽  
Passing Rate ◽  
Professional Assessment ◽  
Quasi Experimental

Abstract Background: The conventional written tests and professional assessment have limitation in fair judgement of clinical competence. Because the examiners may not have total objectivity and may lack standardization throughout the assessment process. We sought to design a valid method of competence assessment in medical and nursing specialties. This work was aimed to develop an Objective Structured Clinical Exam (OSCE) to evaluate novice nursing practitioners’ clinical competency, work stress, professional confidence, and career satisfaction. Methods: A Quasi-experimental study (pre-post). Fifty-five novice nursing practitioners received the OSCE three-months following their graduation, which consisted of four stations: history taking, physical examination, problem-directed management, interpersonal communication, and the required techniques of related procedures. The examiners had to complete an assessment checklist, and the participants had to complete a pre-post questionnaire (modified from a Nursing Competency Questionnaire, a Stress scale, and Satisfaction with Learning scale). Results: Among the novice nursing practitioners, 41 of them (74.5%) passed the exam with a mean score of 61.38 ± 8.34. There was a significantly higher passing rate among nurses who were working in medical-surgical wards (85.7%) and the intensive care unit-emergency department (77.8%) compared to novice nursing practitioners working in other units. All the novice nursing practitioners at Station A had poor performance in assessing patients with a fever. OSCE performance was more associated with educational attainment and work unit, rather than the gender. Finally, the participants showed statistically significant increases in their clinical competency, confidence in their professional competence, satisfaction with the clinical practice, and decreased work stress after the OSCE. Conclusions: We found that the OSCE process had a positive educational effect, in providing a meaningful and accurate assessment of the competence of novice nursing practitioners. Although the implementation of an OSCE remains costly, the consequent benefits for novice nursing practitioners, educators, and administrators can outweigh its costs, demonstrated by the increased competence and workforce stability following OSCE training.

scholarly journals Nurse educators’ perceptions of OSCE as a clinical evaluation method

Curationis ◽  
2001 ◽  
Vol 24 (1) ◽  
Author(s):  
MM Chabeli
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Evaluation ◽  
Clinical Competence ◽  
Nurse Educators ◽  
Evaluation Method ◽  
Thinking Skills ◽  
Alternative Methods ◽  
The South ◽  
Assessment And Evaluation

The South African Qualifications Authority, and the South African Nursing Council are in pursuit of quality nursing education to enable the learners to practise as independent and autonomous practitioners. The educational programme should focus on the facilitation of critical and reflective thinking skills that will help the learner to make rational decisions and solve problems. A way of achieving this level of functioning is the use of assessment and evaluation methods that measure the learners’ clinical competence holistically. This article is focused on the perceptions of twenty nurse educators, purposively selected from three Nursing Colleges affiliated to a university in Gauteng, regarding the use of OSCE (Objective Structured Clinical Examination) as a clinical evaluation method within a qualitative and descriptive research strategy. Three focus group interviews were conducted in different sessions. A descriptive content analysis was used. Trustworthiness was ensured by using Lincoln and Guba’s model (1985). The results revealed both positive and negative aspects of OSCE as a clinical evaluation method with regard to: administrative aspects; evaluators; learners; procedures/instruments and evaluation. The conclusion drawn from the related findings is that OSCE does not measure the learners’ clinical competence holistically. It is therefore recommended that the identified negative perception be taken as challenges faced by nurse educators and that the positive aspects be strengthened. One way of meeting these recommendations is the use of varied alternative methods for clinical assessment and evaluation that focus on the holistic measurement of the learners’ clinical competence.

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