Differentiated Essential Competencies

Sportsman, Susan; Poster, Elizabeth C.; Curl, Eileen Deges; Waller, Paul; Hooper, Janice I.

doi:10.1097/nna.0b013e31823c1900

Cited by 4 publications

(1 citation statement)

References 3 publications

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“…Clinical competency is estimated to require as little as two to three years and as much as ten years post-graduation from traditional nursing programs [40] . The results of a qualitative study indicate that, in the perspective of preceptors, assessment, interactions and communications, technical/clinical skills, and clinical decision-making were the four areas where competency was critical [41] .…”

Section: Implications For the Professionmentioning

confidence: 99%

Developing critical thinking skills in undergraduate nursing students: The potential for strategic management simulations

LaMartina

Ward-Smith

2014

JNEP

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Critical thinking is a skill required by nurses in order for sound clinical decisions to be made with optimal patient outcomes. Previous nursing education specific strategies, aimed at developing critical thinking, include high-fidelity simulation, case study discussions, concept-mapping, and reflective writing. Post-graduation nurse residency programs have had some success in preparing the new graduate nurse to take on the challenges and demands of the profession. These strategies have had varied success in developing critical thinking skills and are, at times, costly. The purpose of this article is to explore Strategic Management Simulations (SMS) as an educational strategy for enhancing the development of critical thinking skills among undergraduate nursing students. SMS includes assessment, feedback, and training, which are not included in other strategies.

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Section: Implications For the Professionmentioning

confidence: 99%

Developing critical thinking skills in undergraduate nursing students: The potential for strategic management simulations

LaMartina

Ward-Smith

2014

JNEP

View full text Add to dashboard Cite

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Competence development as perceived by degree and non-degree graduates in Japan: A longitudinal study

Takase

Nakayoshi

Yamamoto

et al. 2014

Nurse Education Today

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Baccalaureate Outcomes Met by Associate Degree Nursing Programs

et al. 2014

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In a statewide study of nurse educators from nationally accredited ADN programs, 42 of 109 baccalaureate outcomes were reported met in their programs. Those outcomes clustered in 3 areas: information management and application of technology, professionalism and professional values, and generalist nursing practice. The 67 outcomes that were not met were in the categories of liberal education, organizational and systems leadership, evidence-based practice, healthcare policy, finance and regulatory environments, interprofessional collaboration, and population health. This research provides important evidence from which to construct an outcomes-based associate degree to baccalaureate curriculum.

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Differentiated Essential Competencies

Cited by 4 publications

References 3 publications

Developing critical thinking skills in undergraduate nursing students: The potential for strategic management simulations

Developing critical thinking skills in undergraduate nursing students: The potential for strategic management simulations

Competence development as perceived by degree and non-degree graduates in Japan: A longitudinal study

Baccalaureate Outcomes Met by Associate Degree Nursing Programs

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