A systematic review of clinical assessment for undergraduate nursing students

Wu, Vivien Xi; Enskär, Karin; Lee, Cindy Ching Siang; Wang, Wenru

doi:10.1016/j.nedt.2014.11.016

Cited by 101 publications

(109 citation statements)

References 44 publications

(92 reference statements)

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“…There is a current imperative to implement a modern and appropriate method of clinical evaluation in nursing education [9,29]. The current trend requires moving from a generic, technical approach to a more holistic model of clinical assessment, which supports the nurturing and development of competent nursing professionals [34]. The OSCE is a practical test [17,38] in a simulation area, where the student shows the skills [22] and technical performance [7].…”

Section: Discussionmentioning

confidence: 99%

“…The recorded MMAT score of study was 25%. More psychometric testing is needed to address current deficits [34]. Iglesias-Parra et al [30] developed an evaluation system of clinical competencies for the practicum of nursing students based on the Nursing Interventions Classification (NIC).…”

Section: %mentioning

confidence: 99%

“…Assessment of clinical nursing skills requires collaboration between clinical partners and academia to enhance the clinical experiences of students, the professional development of preceptors or mentors, and the clinical credibility of academics [34]. The findings from the literature review represent a first opportunity to prepare our own assessment tools, according to the cultural and clinical environment, material and economic conditions, national nursing standards, capabilities and purposes of nursing care in Slovenia.…”

Section: Implications For Nursing Educationmentioning

confidence: 99%

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Assessment of Clinical Nursing Competencies: Literature Review

Reljić¹,

Lorber²,

Vrbnjak³

et al. 2017

Teaching and Learning in Nursing

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Introduction: In Slovene nursing higher education, there is a lack of empirical evidence to support the choice of tolls for assessment of clinical skills and competencies. This literature review aims to critically discuss identified methods of clinical nursing skills assessment and competencies currently used in nursing higher education in other countries.Methods: An electronic data base search was conducted using Medline, CINAHL, and PubMed. The search was limited to empirical research published within the previous 5 years. Full-text available articles published in peer-reviewed journals and written in English were included. The Mixed Methods Appraisal Tool (MMAT) was used to appraise and describe the methodological quality. The synthesis of the results was reported narratively.Results: From 160 identified records, 12 studies were retained based on the inclusion and exclusion criteria. A number of approaches are currently being used and include a variety of assessment tools, objective structured clinical examinations (OSCEs), and complex assessment approaches. Discussion and conclusion:Results present an overview of current clinical assessment in the clinical environment and in the clinical skills laboratories (CSLs). There is a need to develop a holistic approach to clinical skills competency assessment with a reasonable level of validity and reliability.

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Section: Discussionmentioning

confidence: 99%

Section: %mentioning

confidence: 99%

Section: Implications For Nursing Educationmentioning

confidence: 99%

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Assessment of Clinical Nursing Competencies: Literature Review

Reljić¹,

Lorber²,

Vrbnjak³

et al. 2017

Teaching and Learning in Nursing

View full text Add to dashboard Cite

show abstract

“…Rigorous and comprehensive assessment of knowledge, skills and self-efficacy can help to determine individuals' competence in invasive procedures such as arterial puncture. (5,9,13,14) The use of simulation-based training supports this person-centred approach and promotes safe practice. (10,15) To different extents, many studies have shown that the use of simulation is effective in both improving and assessing participants' knowledge, performance and/or confidence in a wide range of skills and procedures.…”

Section: Introductionmentioning

confidence: 99%

“…(5,6) Adopting a person-centred approach based on the holistic definition of competence may help nursing educators to effectively address these challenges. (6)(7)(8)(9) Firstly, nursing educators should take into consideration that successful educational strategies must focus on the equal development of the cognitive, psychomotor and attitudinal domains of competence. Therefore, an effective training strategy should always include elements that not only facilitate the acquisition of knowledge and skills, but also promote individuals' self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

et al. 2016

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Objective: To evaluate whether a short simulation-based workshop in radial artery puncture would improve nursing students' competence to a level in which they could practise the procedure on a live patient without compromising his safety. Methods: Quasi-experimental one-group pretest-posttest study with 111 third-year nursing students. A 1.5-hour simulation-based workshop was implemented. This included a video-lecture, live demonstrations, selfdirected simulated practice in dyads and individual intermittent feedback. Participants' skills, knowledge and self-efficacy in arterial puncture were measured before and after attending the workshop. Results: After the intervention, a total of 61.1% of the participants showed the level of competence required to safely practice radial artery puncture on a live patient under supervision. Conclusion: Effective simulation-based training in arterial puncture for nursing students does not necessarily need to be resource-intensive. Well-planned, evidence-based training sessions using low-tech simulators could help educators to achieve good educational outcomes and promote patient safety. ResumoObjetivo: Avaliar se um workshop de simulação e curta duração sobre punção da artéria radial melhoraria a competência de alunos de enfermagem em um nível em que pudessem praticar o procedimento em um paciente vivo sem comprometer sua segurança. Métodos: Estudo quase-experimental do tipo pré-teste e pós-teste com um grupo de 111 estudantes do terceiro ano de enfermagem. Foi implementado um workshop de simulação e 1,5 horas de duração. Isso incluiu uma vídeo-palestra, demonstrações ao vivo, prática simulada autodirigida em díades e feedback intermitente individual. As habilidades, conhecimentos e autoeficácia dos participantes em punção arterial foram medidos antes e depois da participação no workshop. Resultados: Após a intervenção, 61,1% dos participantes demonstraram o nível de competência necessário para a prática segura da punção da artéria radial em um paciente vivo sob supervisão. Conclusão: O treinamento efetivo em punção arterial baseado em simulação para estudantes de enfermagem não necessariamente precisa ser intensivo em recursos. Sessões de treinamento bem planejadas e baseadas em evidências, com uso de simuladores de baixa tecnologia podem ajudar os educadores a alcançarem bons resultados educacionais e promover a segurança do paciente.

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Self‐assessed competence of final‐year nursing students

et al. 2023

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Aim To examine the overall level of self‐assessed competence of final‐year nursing ‘bachelors’ degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence. Design A cross‐sectional observational study. Methods Data were collected with the Czech version of the Nurse Competence Scale from 274 final‐year nursing students of the bachelor's nursing program. Data were analysed using descriptive statistics and multiple regression analyses. Results Majority of the students (80.3%) assessed their level of competence as good or very good. The highest level of competence was assessed in the category of ‘managing situations’ (VAS mean 67.8) and ‘work role’ (VAS mean 67.2). Previous work experience in healthcare and successful supervisory experience had a positive association with self‐assessed competence. Students who completed clinical placement during the COVID‐19 pandemic assessed their level of competence as lower than students before the pandemic. No Patient or Public Contribution.

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A systematic review of clinical assessment for undergraduate nursing students

Cited by 101 publications

References 44 publications

Assessment of Clinical Nursing Competencies: Literature Review

Assessment of Clinical Nursing Competencies: Literature Review

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

Self‐assessed competence of final‐year nursing students

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