Evaluation of knowledge related to competency of nurse educators after participating in international outreach seminar for continuing nursing education in Myanmar

Oguro, Michiko; Horiuchi, Shigeko; Sakurai, Sachiko; Awng, Nang; Eto, Hiromi; Holzemer, William L.

doi:10.1016/j.heliyon.2023.e19262

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…While a notable correlation emerged in this study between the number of workshops attended by nurses and their competence levels across all competency domains, a recent study in Japan showed that attending a two-day international outreach seminar provided participants with valuable and current knowledge regarding the competency of nurse educators. They developed a heightened awareness of the shifts in their self-efficacy as educators [ 30 ]. Additionally, Egyptian studies concluded that workshops had a beneficial impact on enhancing the knowledge, collaboration skills, and overall performance of both head and staff nurses [ 31 ].…”

Section: Discussionmentioning

confidence: 99%

Assessing nurses’ professional competency: a cross-sectional study in Palestine

Zaitoun

2024

BMC Nurs

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Background Evaluating nurses’ professional competence is critical for ensuring high-quality patient care. Therefore, this study aimed to evaluate the nurses’ professional competence level and to identify differences based on demographics in three West Bank hospitals. Methods A cross-sectional design was used, and a convenient sample of 206 nurses participated in the study. The Nurse Professional Competence (NPC) Scale was used to assess the competency level. The investigator distributed the questionnaire and explained the aim of the research. Consent forms were signed before the data collection. Results The average competency level was 79% (SD = 11.5), with 90% being professionally competent nurses. The average “nursing care” competency was 79% (SD = 12.98), and the competency level in providing value-based care was 80% (SD = 13.35). The average competency level in technical and medical care was 78% (SD = 13.45), whereas 79% (SD = 12.85) was the average competence level in “Care Pedagogics” and “Documentation and Administration “. The average competence level in the development and leadership subscale was 78% (SD = 12.22). Nurses who attended three to five workshops had a higher level of Nursing Care Competency, (H = 11.98, p = 0.003), and were more competent in value-based care (H = 9.29, p = 0.01); in pedagogical care and patient education (H = 15.16, P = 0.001); and in providing medical and technical care (H = 12.37, p = 0.002). Nurses attending more than five workshops were more competent in documentation and administration (H = 12.55, p = 0.002), and in development and leadership subscale ( H = 7.96, p = 0.20). Conclusion The study revealed that participants lacked development and leadership skills. Engagement in workshops positively impacted the level of competencies among nurses. Notably, those attending more than five workshops exhibited greater competence in documentation, administration, development, and leadership in nursing care. Implications This study emphasized the role of continuing education in improving nurses’ competencies and highlighted the need to conduct the study at a wider aspect to involve more hospitals with various affiliations to help structure more sensitive professional development and adopt the competencies as an integral part of staff development.

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Section: Discussionmentioning

confidence: 99%

Assessing nurses’ professional competency: a cross-sectional study in Palestine

Zaitoun

2024

BMC Nurs

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Assessing Nurses’ Professional Competency in a Tertiary Hospital: A Cross-Sectional Study in Palestine

zaitoun

2024

Preprint

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Background: Within the dynamic realm of healthcare, evaluating nurse professional competence is critical for ensuring high-quality patient care and advocating for continuous improvement in nursing education and practice. This study aims to evaluate the professional competence of nurses in a West Bank tertiary hospital using the Nurse Professional Competence (NPC) Scale and to identify associated factors. Methods: A cross-sectional design was used, and206 nurses participated in the study. The NPC scale, consisting of eight competency domains and 88 items, was utilized for self-reported competence assessment. Demographic and work-related data were collected and analyzed for correlations. Results: The mean professional competence level was 79%, with variations across competency domains. A positive association was found between the number of workshops and competence levels in multiple domains. However, no significant differences were observed based on demographic and work environmental environment factors. Conclusion: This study contributes valuable insights into the multifaceted dynamics influencing nursing competence. Thisstudyhighlights the significance of ongoing education, targeted training, and support systems to ensure nurses' continuous professional development and the delivery of optimal patient care. Implications: This research informs curriculum enhancements in nursing education and proposes strategies to increase the quality of patient care.

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Understanding community engagement from practice: a phenomenographic approach to engineering projects

Acero,

Ramirez-Cajiao,

Baillie

2024

Front. Educ.

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IntroductionEngineering professors involved in community projects strive to enhance engagement through a combination of social sciences and engineering methodologies. Recognizing the growing importance of critical methodologies, particularly those rooted in social justice and community design, researchers have explored their impact on fostering meaningful collaborations between engineers, students, and community partners.MethodsThis study employs a phenomenographic approach to explore how a cohort of engineering professors, students, and community members conceptualize their participation in community-engaged practices.ResultsOur findings reveal a nuanced outcome space comprising five distinct ways in which individuals perceive their community engagement: as interdisciplinary endeavors, addressing community issues, engaging in co-design, and addressing systemic barriers. These conceptual frameworks elucidate a progression in the depth of engineers’ involvement with the community, underscoring the significance of systems literacy and social justice in more intricate contexts.DiscussionThese results advocate for engineers to adopt an active membership approach, emphasizing collaboration, when working on engineering projects within communities, as opposed to adopting passive roles that may undermine the impact of community engagement.ConclusionIn conclusion, a deeper understanding of the varied conceptualizations of community engagement among engineering professors, students, and community members underscores the importance of adopting proactive roles and fostering collaborative approaches in community projects.

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Evaluation of knowledge related to competency of nurse educators after participating in international outreach seminar for continuing nursing education in Myanmar

Cited by 3 publications

References 12 publications

Assessing nurses’ professional competency: a cross-sectional study in Palestine

Assessing nurses’ professional competency: a cross-sectional study in Palestine

Assessing Nurses’ Professional Competency in a Tertiary Hospital: A Cross-Sectional Study in Palestine

Understanding community engagement from practice: a phenomenographic approach to engineering projects

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