Core nursing competency assessment tool for graduates of outcome‐based nursing education in South Korea: A validation study

Ko, Yu Kyung; Yu, Shan

doi:10.1111/jjns.12223

Cited by 16 publications

(13 citation statements)

References 49 publications

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“…Furthermore, nurses with 1–3 years of experience demonstrated considerably enhanced clinical reasoning, communication, procedural competency and documentation than did nurses with <1 year of experience. Thus, core competency depends on the nurse's length of service experience (Kim & Kim, 2015 ; Ko & Yu, 2018 ). In addition, the years of clinical experience of a registered nurse had a suggestive relationship with the caring competency subscale and had statistically significant associations with self‐perceived nursing competency.…”

Section: Discussionmentioning

confidence: 99%

Nurses’ competency in Saudi Arabian healthcare context: A cross‐sectional correlational study

Feliciano

Maniago

et al. 2021

Nursing Open

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is still challenged by the shortage of nurses despite the improvement of its healthcare system's overall efficiency (Tandon et al., 2000). According to the Ministry of Health (MOH), Saudis only constitute 38% of the total workforce, in which 32.3% are nurses (Almalki et al., 2011). In 2012, the MOH reported that expatriate nurses accounted for 63.82% of the Saudi Arabia nursing workforce, most were from the Philippines or India. Because of the diverse nursing preparations of nurses working in Saudi Arabia, professional competencies in terms of "critical thinking and research aptitude," "clinical care," "leadership," "legal and ethical practice," "professional development," "interpersonal relationships" and "teaching and coaching" may somewhat be varied; thus, will affect the delivery of healthcare services to Saudi population.The concept of nursing competency has been extensively discussed in various literature in terms of quality nursing care and safety. Evidence highlights the importance for organizations to give attention to professional competency in nurses to maintain safety and quality service for its clientele (Heydari et al., 2016). Although

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Section: Discussionmentioning

confidence: 99%

Nurses’ competency in Saudi Arabian healthcare context: A cross‐sectional correlational study

Feliciano

Maniago

et al. 2021

Nursing Open

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“…Utilizing CBE in teaching nursing research course, these results represent a novel understanding of delivering systems‐based curricula in nursing programs to healthcare interprofessional learners, including nursing students (Will & Essary, 2021). Nursing research, together with policy and management competencies, was once required for nursing college graduates in Korea, but were subsequently retracted due to poor content validity, indicating the need for healthcare providers to bridge the gap between academic standards in nursing colleges and healthcare facilities (Ko & Yu, 2019).…”

Section: Discussionmentioning

confidence: 99%

Assessment of nursing students’ research competencies with competency‐based education

Grande

Berdida

Villagracia

et al. 2021

J of Competency-Based Ed

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Introduction There is a preponderance of studies on nurses’ research competency and its benefits to the nursing profession. However, investigations on nursing students’ research competency in the context of competency‐based education (CBE) remain underreported. Objective This study investigated the predictors and associations of Saudi nursing students’ research competencies using CBE approach. Methods This research used a descriptive, cross‐sectional design. A total enumeration sampling or census of 347 nursing students from three Saudi Arabian state universities who had finished the nursing research course was used. The 24‐item Research Competency Scale for Nursing Students (RCS‐N) was utilized to collect data, which was then analyzed using the chi‐squared test and logistic regression. Results Most nursing students were familiar with the nursing research process. There is a strong link between research competencies and age and marks obtained in nursing research course. Age and nursing research course marks (A+/A) were significant predictors of nursing research competency. Thus, students who earned A+/A grades were three times more likely to be competent than those who had lower grades. Similarly, nursing students over the age of 20 years are twice as likely to be research competent as those under 20. Conclusion As there are few reports on nursing research competency, CBE helps nursing research instructors create relevant intended learning outcomes (ILOs), allowing them to assess each research step's ILOs more efficiently. Additionally, incorporating functionalist, behaviorist, and constructivist learning theories into the CBE in nursing research course will be more beneficial.

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“…Privacy and dignity (Brown & Crookes, 2016), Assertiveness and empathy (Serafin et al, 2020), Altruism (Kennedy et al, 2015), Humanistic (Mallory et al, 2003;Torres-Alzate et al, 2020), Human understanding (Lee et al, 2017), Compassionate (Shaw et al, 2018), Service to the public (Sedgwick et al, 2014;Shaw et al, 2018), Professional values (Blažun et al, 2015;Nilsson et al, 2014), Accountability (Black et al, 2008;Hsu & Hsieh, 2013;Kukkonen et al, 2020;Ličen & Plazar, 2015;Lin et al, 2016;Mallory et al, 2003;Perng & Watson, 2013;Sedgwick et al, 2014), Ethics (Andrew et al, 2008;Black et al, 2008;Cowan et al, 2008;Hsu & Hsieh, 2013;Kukkonen et al, 2020;Ličen & Plazar, 2015;Lin et al, 2016;Mallory et al, 2003 Communication (Attallah & Hasan, 2022;Berkow et al, 2008;Brown & Crookes, 2016;Candelaria, 2010;Cowan et al, 2008;Hartigan et al, 2010;Ko & Yu, 2019;Kukkonen et al, 2020;Lee et al, 2017;Ličen & Plazar, 2015;Lin et al, 2016;Lofmark et al, 2006;Mallory et al, 2003;…”

Section: Cultural Humility (N = 6)mentioning

confidence: 99%

“…Critical analysis (Andrew et al, 2008;Brown & Crookes, 2016;Ossenberg et al, 2016), Ability to use knowledge in practice (Lofmark et al, 2006;Serafin et al, 2020;Yang et al, 2013), Theory & practice (Tommasini et al, 2017), Knowledge-based practice (Black et al, 2008;Sedgwick et al, 2014), Cost effective care (Kukkonen et al, 2020), Ensuring quality (Ko & Yu, 2019;Meretoja et al, 2004), Improving quality of nursing (Kukkonen et al, 2020;Satu et al, 2013), Continuous quality improvement (Liu et al, 2021), Caring (Attallah & Hasan, 2022;Brown & Crookes, 2016;Cowan et al, 2008;Hsu & Hsieh, 2013;Ko & Yu, 2019;Kukkonen et al, 2020;Ličen & Plazar, 2015;Lin et al, 2016;Lofmark et al, 2006;Mirza et al, 2019;Nilsson et al, 2014;Perng & Watson, 2013;Poster et al, 2005;Sedgwick et al, 2014;Utley-Smith, 2004;Yang et al, 2013), Apply research to nursing practice (Kukkonen et al, 2020), Research and development (Cowan et al, 2008), Evidence-based practice (Attallah & Hasan, 2022;Brown & Crookes, 2016;Liu et al, 2021;Prion et al, 2015;Sedgwick et al, 2014) Professional ...…”

Section: Knowledge Acquisition (N = 18)mentioning

confidence: 99%

Competencies expected of undergraduate nursing students: A scoping review

Purabdollah,

Zamanzadeh,

Ghahramanian

et al. 2023

Nursing Open

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AimNursing competencies are crucial indicators for providing quality and safe care. The lack of international agreement in this field has caused problems in the generalization and application of findings. The purpose of this review is to identify the core competencies necessary for undergraduate nursing students to enter nursing work.Data SourcesWe conducted a structured search using Scopus, MEDLINE (PubMed), Science Direct, CINAHL, Web of Science, and Google Scholar.Review MethodsWe conducted a scoping review using the methodology recommended by the Joanna Briggs Institute, supported by the PAGER framework, and guided by the PRISMA‐ScR Checklist. Inclusion criteria included full‐text articles in English, quantitative and qualitative research related to competencies for undergraduate students or newly graduated nurses, competency assessment, and tool development from 1970 to 2022. We excluded articles related to specific nursing roles, specific contexts, Master's and Ph.D. curricula, hospital work environment competencies, and editorial.ResultsOut of 15,875 articles, we selected 43 studies, and data analysis with summative content analysis identified five themes named individualized care, professional nursing process, nursing administration, readiness, and professional development.ConclusionConsidering the dynamics of competencies and their change with time, experience, and setting, it is necessary to update, localize, and levelling of the proposed competencies based on the culture of each country.ImpactThese competencies provide a guide for undergraduate nursing curriculum development and offer a framework for both clinical instruction and the evaluation of nursing students.

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Core nursing competency assessment tool for graduates of outcome‐based nursing education in South Korea: A validation study

Cited by 16 publications

References 49 publications

Nurses’ competency in Saudi Arabian healthcare context: A cross‐sectional correlational study

Nurses’ competency in Saudi Arabian healthcare context: A cross‐sectional correlational study

Assessment of nursing students’ research competencies with competency‐based education

Competencies expected of undergraduate nursing students: A scoping review

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