Competence areas of nursing students in Europe

Kajander‐Unkuri, Satu; Salminen, Leena; Saarikoski, Mikko; Suhonen, Riitta; Leino‐Kilpi, Helena

doi:10.1016/j.nedt.2013.01.017

Cited by 102 publications

(75 citation statements)

References 19 publications

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“…En esta línea, el programa Erasmus ha facilitado la formación clínica de los estudiantes de enfermería en universidades de toda Europa (21) . Además, se ha identificado la necesidad de definir áreas de competencia en el contexto de la educación europea en enfermería (22) . Dada la importancia del CLE, la comprensión de cómo es percibida por los estudiantes y cómo influye en su proceso de aprendizaje se vuelve relevante.…”

Section: Nº 51 Julio 2018unclassified

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Vizcaya-Moreno¹,

Pérez-Cañaveras²,

Jiménez‐Ruiz³

et al. 2018

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Objetivo: Analizar las percepciones de los estudiantes de enfermería sobre la relación de supervisión y ambiente de aprendizaje clínico durante sus prácticas clínicas. Metodología: Se utilizó un diseño cualitativo con un enfoque fenomenológico. Los datos se recogieron a través de entrevistas semiestructuradas de grupos focales. Se realizó un muestro intencionado y se conformó una muestra de 48 estudiantes de Enfermería de la Universidad de Alicante (España). Las entrevistas fueron transcritas textualmente y analizadas utilizando el método "Stage by stage". A partir del análisis surgió una estructura en forma de árbol con cuatro categorías: individualización, innovación en enseñanza clínica, participación de los estudiantes y relación entre enfermera tutora-estudiante de enfermería. Resultados: El estudio muestra que no hay individualización en el proceso de aprendizaje clínico. La participación de los estudiantes en las actividades de la unidad depende de su experiencia, de las características de la unidad, del equipo de enfermería y del tutor. Los estudiantes sienten que el papel del tutor de prácticas no está claramente definido. La ansiedad, la vulnerabilidad y los sentimientos de ser "trabajadores temporales" son comunes entre los estudiantes de enfermería. Conclusiones: Estos resultados deben conducir a reflexiones más profundas sobre los elementos estudiados del proceso de supervisión y del entorno de aprendizaje clínico. Más concretamente en los aspectos de individualización, participación de los estudiantes, sentimientos y la elucidación del papel del enfermero tutor.Palabras clave: Entorno de aprendizaje clínico; Supervisión de los estudiantes; Educación en enfermería; Investigación cualitativa; Enfermería

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Section: Nº 51 Julio 2018unclassified

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Vizcaya-Moreno¹,

Pérez-Cañaveras²,

Jiménez‐Ruiz³

et al. 2018

eglobal

View full text Add to dashboard Cite

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“…Nurse competence has been extensively addressed in the literature in terms of safety and quality of nursing care (1)(2)(3). The competence of nurses directly influences the health status of patients, and could reduce morbidity, mortality, and undesirable outcomes (4)(5)(6).…”

Section: B a Ck Grou Ndmentioning

confidence: 99%

How Likely Is It for a Nurse Student to Become a Competent Nurse? A Protocol for Scale Development and Validation Using a Mixed Methods Study

Heydari¹,

Kareshki²,

Armat³

2016

Acta Facultatis Medicae Naissensis

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The aim of the paper was to develop and validate a scale for estimating the likelihood of a nurse student to become a competent nurse.Admitting students to nursing schools without assessing their personal characteristics has led to serious consequences, including low quality of nursing care. Early detection of students who are at risk of attrition or becoming non-competent nurses can save the time, money, and energy devoted to educating and training the future nurses.A mixed methods design will be employed. Using literature review and interviews with nurse students, clinical nurses, nurse experts, and nurse managers during the first qualitative phase, we will build a comprehensive item pool that has a focus on nurse students' personal characteristics. To increase the trustworthiness of interview findings, we will distinguish competent versus incompetent nurses by measuring their competence levels. In the second quantitative phase, the Nurse Competence Predicting Scale will be developed and tested for psychometric properties.We believe that Nurse Competence Predicting Scale may help in early identification of nurse students who are at risk of not acquiring expected nurse competencies on graduation or joining the workforce. In such cases, educational managers may take timely remedial interventions.Key words: nurse competence, personality characteristics, emotional intelligence, nurse student, mixed methods study, scale development, psychometric evaluation P ro f essi o n al c o n t ri buti o n B A CK GROU NDNurse competence has been extensively addressed in the literature in terms of safety and quality of nursing care (1-3). The competence of nurses directly influences the health status of patients, and could reduce morbidity, mortality, and undesirable outcomes (4-6).Evidence shows that caring professions necessitate particular personal and psychological characteristics, as well as essential knowledge and aptitude (7-9). Personality characteristics can strongly affect performance (10), educational achievements, job satisfaction, and ability of nurse students (11). Hence, some key personal characteristics are important in acquiring appropriate and effective nursing competence. On the other hand, these characteristics might only change desirably to as little as 30%, even in the excellent educational systems (12, 13). Therefore, applicants must be assessed for such attributes ideally before admission, to ensure that their personality matches with the job requisites (14).Nursing schools invest money, time, and energy to educate and train nurse students, expecting that they will join the health care workforce. In Iran, about 100 baccalaureate nursing programs are offered all over the country (15). According to the Iranian Ministry of Health report in 2008, at least 6.400 students on average graduate from the nursing faculties in Iran (16). Nursing faculty anticipates students who will be academically successful and become competent in their profession, so as to compassionately provide high quality care to their clien...

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“…(1) In many of these countries, the licensing examination does not exist and nurses are expected to be safe and fully competent practitioners upon completing their undergraduate nursing programme. (6) However, literature suggests that opportunities to practise invasive procedures on live patients are usually scarce during undergraduate programmes. (7) This reality could have a negative impact on the development of competence of future newly-qualified healthcare professionals, increasing the occurrence of mistakes and compromising patients' safety.…”

Section: Introductionmentioning

confidence: 99%

“…(5,8) Consequently, with regard to arterial puncture and other invasive procedures, nursing educators are expected to: [1] find more effective educational strategies that facilitate the acquisition of competence amongst nursing students; (7) and [2] rigorously assess learners' competence before they are allowed to perform on live patients. (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.…”

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%

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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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Competence areas of nursing students in Europe

Cited by 102 publications

References 19 publications

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

How Likely Is It for a Nurse Student to Become a Competent Nurse? A Protocol for Scale Development and Validation Using a Mixed Methods Study

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

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