Competence in nursing practice: A controversial concept – A focused review of literature

Cowan, David; Norman, Ian; Coopamah, Vinoda P.

doi:10.1016/j.aaen.2006.11.002

Cited by 291 publications

(225 citation statements)

References 28 publications

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“…6,7 Competencies are also referred to as core competencies. 6,7 Competencies are also referred to as core competencies.…”

Section: Conceptualizing Competencymentioning

confidence: 99%

“…7,10,11 Although objective structured clinical examination is proclaimed as a rigorous way of ADVANCES IN NURSING SCIENCE/APRIL-JUNE 2013 measuring student's nursing competency, in considering the cost of time, money, and resources, some education institutes have adopted survey by self-assessment or expertrating tools. Nursing educators have made considerable efforts to develop measures of nursing competencies.…”

Section: Assessing Competencymentioning

confidence: 99%

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Psychometric Testing of an Instrument Measuring Core Competencies of Nursing Students

Perng

Watson

2013

Advances in Nursing Science

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Assessing the core competencies of nursing students provides information about students' learning outcomes for educational evaluation and improvement. The aim of this study was to develop the Nursing Students Core Competencies scale to measure 8 core competencies of nursing students in Taiwan. The study employed factor analysis and Mokken scaling analysis for psychometric testing of this instrument between a group of nursing graduates and their evaluators. The results indicated that the Nursing Students Core Competencies scale has demonstrated evidence of internal consistency, structural validity, unidimensionality, and a hierarchy of items for students' self-assessment and instructor's rating. The use of Mokken scaling analysis extends the knowledge of developing competence assessment tools; it can be used to reveal the domains or items of competency nursing students perceive that are easy or difficult, providing information for curricular design.

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“…6,7 Competencies are also referred to as core competencies. 6,7 Competencies are also referred to as core competencies.…”

Section: Conceptualizing Competencymentioning

confidence: 99%

Section: Assessing Competencymentioning

confidence: 99%

Psychometric Testing of an Instrument Measuring Core Competencies of Nursing Students

Perng

Watson

2013

Advances in Nursing Science

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“…For the purposes of this study, competence in a clinical skill is defined as the application of complex combinations of knowledge, performance, skills, values and attitudes at the level of being able to show how to perform the skill in a controlled setting rather than performing the skill in the workplace (adapted from [6,7]).…”

Section: Introductionmentioning

confidence: 99%

A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills

et al. 2013

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BackgroundDemonstrating competence in clinical skills is key to course completion for medical students. Methods of providing clinical instruction that foster immediate learning and potentially serve as longer-term repositories for on-demand revision, such as online videos demonstrating competent performance of clinical skills, are increasingly being used. However, their impact on learning has been little studied. The aim of this study was to determine the value of adjunctive on-demand video-based training for clinical skills acquisition by medical students in endocrinology.MethodsFollowing an endocrinology clinical tutorial program, 2nd year medical students in the pre-assessment revision period were recruited and randomized to either a set of bespoke on-line clinical skills training videos (TV), or to revision as usual (RAU). The skills demonstrated on video were history taking in diabetes mellitus (DMH), examination for diabetes lower limb complications (LLE), and examination for signs of thyroid disease (TE). Students were assessed on these clinical skills in an observed structured clinical examination two weeks after randomization. Assessors were blinded to student randomization status.ResultsFor both diabetes related clinical skills assessment tasks, students in the TV group performed significantly better than those in the RAU group. There were no between group differences in thyroid examination performance. For the LLE, 91.7% (n = 11/12) of students randomized to the video were rated globally as competent at the skill compared with 40% (n = 4/10) of students not randomized to the video (p = 0.024). For the DMH, 83.3% (n = 10/12) of students randomized to the video were rated globally as competent at the skill compared with 20% (n = 2/10) of students not randomized to the video (p = 0.007).ConclusionExposure to high quality videos demonstrating clinical skills can significantly improve medical student skill performance in an observed structured clinical examination of these skills, when used as an adjunct to clinical skills face-to-face tutorials and deliberate practice of skills in a blended learning format. Video demonstrations can provide an enduring, on-demand, portable resource for revision, which can even be used at the bedside by learners. Such resources are cost-effectively scalable for large numbers of learners.

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“…The competence-based education initially started in nursing education in the 1970s (Trivett, 1975;Ewens, 1979;Cowan et al, 2007) and gained popularity in many other disciplines in formal and informal education and training all around the world over the last forty years (Mole et al, 1993;Meyer and Semark, 1996). Professional accreditation bodies in the built environment have also been advocates of a competency-based approach (Newton, 2009).…”

Section: Rics Assessment Of Professional Competencementioning

confidence: 98%

Professional, Academic and Industrial Development Needs: A Competency Mapping and Expert Opinion Review

Perera

Pearson

Ekundayo

et al. 2013

International Journal of Strategic Property Management

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There is a tripartite pull from academics, industry and professional bodies on the development needs of the Quantity Surveyor (QS). At best, there is scope for misunderstandings between the stakeholders as to what is being required and what is being achieved. At worst there may be actual gaps in the education and / or training being offered and some discrepancies between the levels of attainment. This research sought to review the Royal Institution of Chartered Surveyors (RICS) QS competencies and their application in the delivery of QS degree programmes. The changing development needs of QSs who satisfy the aspirations of industrial, professional and academic stakeholders were investigated through content analysis of the views of an expert forum consisting of relevant stakeholders and a series of competency mapping case studies. The study revealed that there are considerably different standards right across the RICS accredited QS programmes with respect to coverage of competencies. It is concluded that there is no standard benchmark in achieving competencies and it is open to individual interpretation. Further research in the development of a Graduate Competency Threshold Benchmark is suggested to align the disparate views of the stakeholders to accommodate changing development needs.

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Competence in nursing practice: A controversial concept – A focused review of literature

Cited by 291 publications

References 28 publications

Psychometric Testing of an Instrument Measuring Core Competencies of Nursing Students

Psychometric Testing of an Instrument Measuring Core Competencies of Nursing Students

A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills

Professional, Academic and Industrial Development Needs: A Competency Mapping and Expert Opinion Review

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