Impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence: A quasi-experimental study

Baxter, Rebecca; Edvardsson, David

doi:10.1016/j.nedt.2018.03.004

Cited by 22 publications

(23 citation statements)

References 21 publications

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“…Participation in postgraduate education is considered to be every nurse's duty. It is pursued in order to develop the competencies necessary to provide high-quality nursing care in a more independent and confident way (Baxter and Edvardsson, 2018;Ng et al, 2016). There is abundant evidence for the various gains resulting from nurses' involvement in postgraduate education: it facilitates critical thinking, clinical reasoning and advanced nursing skills, it contributes to patient satisfaction and health outcomes, helps to avoid medical errors, and fosters the professional development of nurses and their sense of fulfilment (Aiken et al, 2003;Doughty et al, 2018;Kinsella et al, 2018;McKillop et al, 2016;Ng et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Requirements for teachers in the context of postgraduate nursing education: Polish experiences

Ozga¹,

Mędrzycka‐Dąbrowska²,

Gutysz-Wojnicka³

et al. 2021

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The competency of nurse teachers and collaboration between nurse educators, nurse leaders and mentors are crucial for achieving highquality Evidence-Based nursing education. The profession of a nurse teacher is one of public trust and it requires the integration of skills, attitudes, standards, and theoretical knowledge as well as awareness of individual, organisational and social circumstances. The data were collected via email using a structured questionnaire (A Tool for the Evaluation of Requirements of a Nurse Teacher). The respondents' evaluation of the professional competencies and the overall rating correlated with their age. Older age corresponded to higher scores in professional and teaching competencies, in personality factors, and to a higher general ERNT score (p = 0.019). The lowest scores were awarded for teaching competencies-which shows that postgraduate education should be more closely monitored in this respect. The tool for the Evaluation of Requirements of a Nurse Teacher (ERNT) designed for the needs of nurse education can also be implemented in the evaluation of postgraduate education of nurses and midwives.

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Section: Introductionmentioning

confidence: 99%

Requirements for teachers in the context of postgraduate nursing education: Polish experiences

Ozga¹,

Mędrzycka‐Dąbrowska²,

Gutysz-Wojnicka³

et al. 2021

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“…Besides professional commitment, vocational education for postgraduates also improved their self-con dence, cognitive ability, improved work e ciency, and thus enhanced their career maturity. Therefore, professional education in medical colleges was reported to be essential [10,21]. In summary, we can take targeted educational measures to improve the vocational maturity of nursing postgraduates by understanding their commitment to nursing.…”

Section: Discussionmentioning

confidence: 99%

Professional Commitment and Career Maturity of Full-Time Nursing Postgraduates in China: A Cross-Sectional Study

sunzi¹,

Lei²,

Jun³

et al. 2020

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Background: Nursing is becoming ever more demanding, and is regarded as a stressful occupation because of manpower shortages and various other challenges associated with nursing practice.This article describes the students’ professional commitment and career maturity, and students establish their career objectives during the early stages of their graduate study. Methods: A cross sectional，survey design was conducted at universities in China. A sample of 184 students was selected using the professional commitment scale and career maturity scale to investigate the status quo of professional commitment and career maturity of full-time nursing postgraduates. Data was collected using self-designed demographic characteristics of the student, professional commitment scale, career maturity scale in 2019.Data was analyzed using correlation coefficient test(α < 0.05 ).Results: Participants returned 184 surveys (response rate, 100%) . Career maturity (105.12±11.13), Specialty commitment(90.0 ±12.09),Career maturity was positively correlated with Professional Commitment (r=0.20).Conclusions: The career maturity and professional commitments of full-time nursing postgraduates were of an average level. Career planning courses could be useful to strengthen the vocational education of the post-graduate students.

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“…Participation in postgraduate nursing education is considered to be every nurse's obligation, pursued in order to further one's competences necessary to ensure the provision of high-quality nursing care in a more independent and confident manner [5,11]. A broad variety of systems and forms of postgraduate education of nurses exist across the world and many new trends are observed as regards its organisation [12,13].…”

Section: Introductionmentioning

confidence: 99%

The clinical learning environment, supervision and nurse teacher scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

et al. 2020

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Background: The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose: To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland. Methods: Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results: Cronbach's alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach's alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52 ± 0.63 for nursing care on the ward to 4.73 ± 0.45 for role of the nurse teacher. Conclusions: Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

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Impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence: A quasi-experimental study

Cited by 22 publications

References 21 publications

Requirements for teachers in the context of postgraduate nursing education: Polish experiences

Requirements for teachers in the context of postgraduate nursing education: Polish experiences

Professional Commitment and Career Maturity of Full-Time Nursing Postgraduates in China: A Cross-Sectional Study

The clinical learning environment, supervision and nurse teacher scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

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Impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence: A quasi-experimental study

Cited by 22 publications

References 21 publications

Requirements for teachers in the context of postgraduate nursing education: Polish experiences

Requirements for teachers in the context of postgraduate nursing education: Polish experiences

Professional Commitment&nbsp;and&nbsp;Career Maturity of Full-Time Nursing Postgraduates in China: A Cross-Sectional Study

The clinical learning environment, supervision and nurse teacher scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

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Professional Commitment and Career Maturity of Full-Time Nursing Postgraduates in China: A Cross-Sectional Study