scholarly journals What about nurses’ competencies in Europe?−Translation process of the Nurse Professional Competence Scale into German within the European Network of Nursing Academies and its use

2021 ◽  
Vol 12 (2) ◽  
pp. 92
Author(s):  
Maria Mischo-Kelling ◽  
Andrea Thiekötter
Keyword(s):  
Nursing Education ◽  
Professional Competence ◽  
Bologna Process ◽  
Reform Process ◽  
European Network ◽  
Measurement Instruments ◽  
Translation Process ◽  
Specific Level ◽  
Context Specific ◽  
Nurse Professional

The link between the level of qualification described as competence of the nursing staff and the patient outcome is repeatedly indicated in patient’s safety studies. The Bologna process initiated in 1999 triggered a Europe-wide reform process in the field of education, leading to reforms in nursing education in Europe that promoted the academization of nursing in many countries. In this context, a shift from teaching to learning outcomes occurred which spurred the development of competence frameworks at the European, national and profession-specific level. Competence measurement instruments are important for improving nursing education as well as nursing practice. Studies using such instruments can point to the strength and limitations of the educational and of the health care system of the countries under study. The aim of this article is to describe the translation process of the English version of the Nurse Professional Competence (NPC) Scale to create a German version to be used within German-speaking countries within the European Network of Nursing Academies (ENNA). The background of translating the NPC Scale from English into German is a European research project initiated by ENNA in which 11 European Higher Education Institutes participated. The article proceeds by providing information about nursing work in Austria, Germany and Switzerland. By accounting for the nationally specific conditions of nursing education and by describing the translation process, the study points to the relevance of context specific conditions for measuring self-reported professional competences. Making transparent the translation process supports the applicability of this scale in other research projects.

The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes

2019 ◽  
Vol 39 (3) ◽  
pp. 137-142 ◽  
Author(s):  
Ann Gardulf ◽  
Jan Florin ◽  
Marianne Carlsson ◽  
Janeth Leksell ◽  
Margret Lepp ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Professional Competence ◽  
Response Rate ◽  
Healthcare Systems ◽  
International Assessments ◽  
University Colleges ◽  
Nurse Professional

The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.

Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe

2019 ◽  
Vol 39 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Jan Nilsson ◽  
Maria Mischo-Kelling ◽  
Andrea Thiekoetter ◽  
Daniela Deufert ◽  
Aida Cruz Mendes ◽  
...  
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Nursing Students ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Bachelor's Degree ◽  
Educational Institutions ◽  
Newly Graduated Nurses ◽  
Healthcare Transformation ◽  
Nurse Professional

Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor's degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.

scholarly journals The work-integrated learning combined with the portfolio method-A pedagogical strategy and tool in nursing education for developing professional competence

2017 ◽  
Vol 8 (2) ◽  
pp. 8 ◽  
Author(s):  
Sandra Pennbrant ◽  
Håkan Nunstedt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Professional Competence ◽  
Integrated Learning ◽  
Pedagogical Tools ◽  
Pedagogical Strategy ◽  
Healthcare Needs ◽  
Reflection On Action ◽  
Work Integrated Learning

During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

scholarly journals Nursing students' perceptions of knowledge: an international perspective

2015 ◽  
Vol 49 (1) ◽  
Author(s):  
Majda Pahor ◽  
Barbara Domajnko ◽  
Elisabeth Lindahl
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Bologna Process ◽  
International Perspective ◽  
Main Theme ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The University

Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

Different Aspects of Translation Revision Process

2021 ◽  
pp. 107-126
Author(s):  
V. V. Sdobnikov
Keyword(s):  
Professional Competence ◽  
Translation Process ◽  
Revision Process ◽  
Quality Differentiation ◽  
Translation Quality ◽  
Translation Practice ◽  
Text Content ◽  
Better Than

Translation revision is an integral part of the overall translation process and aims to enhance the translation quality. Differentiation should be made between revision (editing) and proofreading. Special attention is paid to functions performed by a reviser, i.e. actions aiming at producing the text devoid of any defects. The research is topical because an attempt is made to develop a general approach to translation revision which so far is lacking in translation practice. The article reveals the results of an experiment in which the same text has been revised by seven professional revisers. It is concluded that a reviser can enhance the translation quality provided his / her professional competence is better than that of the translator. But still the translated text can have weaknesses missed by the reviser. Moreover, it is found that thorough revision and rewriting of the text not always make it ideal; in some cases, the quality can suffer due to the false interpretation of the text content by the reviser. The research is innovative because it identifies subjective approaches of revisers to translation revision.

scholarly journals Bologna Process, More or Less: Nursing Education in the European Economic Area: A Discussion Paper

2014 ◽  
Vol 11 (1) ◽  
pp. 63-73 ◽  
Author(s):  
Alvisa Palese ◽  
Adelaida Zabalegui ◽  
Arun K. Sigurdardottir ◽  
Michael Bergin ◽  
Beata Dobrowolska ◽  
...  
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Grey Literature ◽  
Bologna Process ◽  
European Economic Area ◽  
Discussion Paper ◽  
Bologna Declaration ◽  
European Economic ◽  
Economic Area ◽  
Policy Statements

AbstractThe Bologna Declaration and the subsequent processes is the single most important reform of higher education taking place in Europe in the last 30 years. Signed in 1999, it includes 46 European Union countries and aimed to create, a more coherent, compatible, comparable and competitive European Higher Education Area. The purpose of this paper is to discuss the Bologna Declaration achievements in nursing education at 2010 within eight countries that first signed the Declaration on 1999. Researchers primarily identified national laws, policy statements, guidelines and grey literature; then, a literature review on Bologna Declaration implementation in nursing was conducted on the Medline and CINAHL databases. Critical analyses of these documents were performed by expert nurse educators. Structural, organizational, functional and cultural obstacles are hindering full Bologna Process implementation in nursing education within European Economic Area. A call for action is offered in order to achieve a functionally unified system within nursing.

scholarly journals The “New Doctorate” in Austria: Progress toward a Professional Model or Status Quo?

2012 ◽  
Vol 2 (4) ◽  
pp. 91-110
Author(s):  
Hans Pechar ◽  
Gülay Ates ◽  
Lesley Andres
Keyword(s):  
Public Awareness ◽  
Bologna Process ◽  
Status Quo ◽  
Reform Process ◽  
Specific Situation ◽  
Doctoral Studies ◽  
Academic Degree ◽  
European Universities ◽  
The Status ◽  
Policy Direction

Until recently, both policy direction and public awareness of the Bologna Process has been focused almost unilaterally on the introduction of the Bachelor’s degree to European universities. This is understandable, as for most European countries, the Bachelor is a new academic degree. However, commencing with the Berlin Ministerial Conference (Realising the European Higher Education Area, 2003), reform of doctoral studies has been highlighted as a second equal pillar in the Bologna reform process. In this paper, we begin by providing anoverview of the general policy background and the rationales that underlie the attempts to restructure doctoral studies in Europe. Next, we focus on the specific situation in Austria, where peculiarities of the status quo collide with uniquely Austrian approaches to reforming doctoral education. Finally, through two case studies, we examine initial attempts – and related challenges – to implement the “New Doctorate” in Austria.

scholarly journals Nursing education in Poland

2020 ◽  
Vol 19 (1) ◽  
pp. 47-56
Author(s):  
Karolina Pradela ◽  
Zuzanna Radosz ◽  
Agnieszka Sobiegała
Keyword(s):  
Nursing Education ◽  
Professional Training ◽  
Practical Knowledge ◽  
Bologna Process ◽  
Secondary Level ◽  
Vocational College ◽  
Professional Nurses ◽  
The Bologna Process ◽  
Different Levels

AbstractAim. The aim of the study was to analyse the literature concerning nursing education in Poland, with particular emphasis on current education and the Medical High School and Medical Vocational College at the secondary level in the basic range.Material and methods. Literature review and analysis of documents (certificates, teaching index) in the field of nursing education in Poland.Results. Initially, the role of nurses was played by the clergy or volunteers, by people who lacked both theoretical and practical knowledge to work in the profession, until the professional training began and qualified persons started to practice the profession. Nursing has been changing its form for many thousands of years. The first unification of the nursing education system took place in 1961, followed by the introduction of the Bologna Process in 2000.Conclusions. This thisis points to the differences between the courses of nursing education in a period from 18th century until today. Nursing education has changed its form for many years. Today, professional nurses have different levels of education, from secondary to higher education.

scholarly journals The Adaptation of the Ukrainian Legislation to the European Norms in the Process of Accession to the Joint European Educational Space

2018 ◽  
pp. 29-49
Author(s):  
Evgen Khan
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Education System ◽  
Social Life ◽  
Mutual Recognition ◽  
Bologna Process ◽  
Reform Process ◽  
Educational Standards ◽  
Higher Education System ◽  
The Bologna Process

The integration and the enhanced cooperation with Europe in the sphere of higher education have become and remained an important component of the European integrative intentions of Ukraine. For many years, our state has been an important strategic partner for Europe. Since gaining independence, the government of Ukraine has constantly declared the will to implement the European principles in all spheres of the social life. The sphere of education and science was no exception. Through many years in Ukraine, the process of reforming both the educational system as a whole and higher education system in particular is still in progress. These reforms continue in difficult times for our state. The authorities and the governments are changing, but all of them have been declaring “the European choice of Ukraine”. It is clear-cut that the process of reforms, transformations and innovations is complicated, often painful and is perceived ambiguously by society. However, it is obvious that one way or the another, but the Ukrainian educational system needed to be reformed, updated and modernizated. In 2005, our state became an official participant of the Bologna Club by signing the Bologna Declaration, which gave rise to the Bologna process – the process of creating a united European educational space. The main principles of the Bologna Process have been and remain the following principles: the establishment of similar, understandable and accessible educational standards, mutual recognition, the intensification of academic mobility and academic exchanges, the development and the financing of various educational projects, programs and grants, the creation of conditions for the formation of a common market, the enhancement of the competitiveness of European educational system. As part of the Bologna process, our state entered a new phase in reforming the education system. First of all, the reforming of the higher education by committing itself to gradually move to the European educational standards, introducing the basic principles and elements of the Bologna process. The article examines the main stages of the reform process of the Ukrainian higher education system within the framework of participation in the Bologna process, describes the legal and regulatory framework for the transition of the national higher education to European educational standards, justifies the importance and perspective of educational reforms on the path to European integration.

scholarly journals State of pathophysiology in undergraduate nursing education: A systematic review

2020 ◽  
Vol 11 (3) ◽  
pp. 11
Author(s):  
Renee Colsch ◽  
Suzanne Lehman ◽  
Katherine Tolcser
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Student Satisfaction ◽  
Measurement Instruments ◽  
Pedagogical Strategies ◽  
Quality Patient Care ◽  
Undergraduate Nursing ◽  
Rigorous Research ◽  
Research Designs ◽  
Meta Analyses

Background: Nurses who understand pathophysiology can provide higher quality patient care. Various pedagogical strategies make it unclear which practice meets the challenges of teaching pathophysiology. The aim of this systematic review was to synthesize research in the last ten years to report the current state of pedagogical strategies related to teaching pathophysiology concepts in undergraduate nursing.Methods: A systematic review of mixed, quantitative, and qualitative literature guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was conducted from 2010 to 2020 through electronic databases.Results: Seven studies met the inclusion criteria. A gap exists among comparable research designs, pedagogy strategies, and outcomes specific to undergraduate nursing pathophysiology courses. Conclusions: Findings suggest that more rigorous research designs with validated measurement instruments are needed to compare student satisfaction and outcomes after different pedagogical strategies are applied to undergraduate pathophysiology courses. Also, there is a need to elicit findings related to the retention and effectiveness of pathophysiology concepts in clinical practice.

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