This cross-sectional research used a qualitative questionnaire to explore clinical competence in nursing. The aim was to look for evidence of how clinical competence showed itself in practice. In the research, the views from both education and working life are combined to broadly explore and describe clinical competence from the perspective of students, clinical preceptors and teachers. The questions were formulated on how clinical competence is characterised and experienced, what contributes to it and how it is maintained, and on the relation between clinical competence and evidence-based care. The answers were analysed by inductive content analysis. The results showed that clinical competence in practice is encountering, knowing, performing, maturing and improving. Clinical competence is an ongoing process, rather than a state and manifests itself in an ontological and a contextual dimension.
This paper explored concepts, definitions and theoretical perspectives evaluating clinical competence during nursing education. The questions were: (i) How is clinical competence evaluated? and (ii) What is evaluated? An integrative review of 19 original research articles from 2009 to 2013 was performed. Results showed that evaluation tools were used in 14, observations in 2 and reflecting writing in 3 studies. The students participated in all but one evaluation alone or together with peers, faculty members or preceptors. Three themes were found: (i) professional practice with a caring perspective; (ii) clinical skills and reflective practice; and (iii) cognitive, affective and psychomotor skills both with a nursing perspective. This review shows an emphasis on structured methods with a risk reducing nursing to tasks and skills why combinations with qualitative evaluations are recommended. A holistic view of competence dominated and in designing evaluations, explicit perspectives and operationalized definitions of clinical competence became evident.
Multidisciplinary cooperation is required to develop digital health and welfare services. The aim of this article is to determine the eHealth and eWelfare service design competences that multidisciplinary students need to be able to develop digital services in health and social care. A secondary aim is to develop a measurement tool based on the International Medical Informatics Association (IMIA) curriculm for future assessment of such competences.
Based on basic descriptive statistics results show that most students felt they have good skills in e-communication, basic IT, literature retrieval and research methods; some students, however, reported that they lack these basic skills. It is crucial that instructors be aware of student variations so that they can support the learning of the basics and further the biomedical and health informatics (BMHI) and design thinking (DT) competences.
Principal components analysis (PCA) was used to determine the principal components (PC) from measured responses to BMHI and DT sections. Data were collected from 64 students. The components were explored and compared to constructs used to design the original measurement tool. A twenty-component structure showed the simplest solution and explained (80%, 68%, 73%) of variances in BMHI and 83% DT competences, respectively, in the measurement tool, each part of which was analysed by PCA. The PC can be the core areas in different professions taking part in developing eHealth and eWelfare.
The parts of measurement tools relied on item reliability and content validity testing. This study provided a base for further measurement tool revision and theoretical testing.
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