New Nurse Practitioner Competencies: Skill Development and Reflective Writing Rubrics

Wallace, Debra R.; Boller, Jan

doi:10.1016/j.nurpra.2014.04.018

Cited by 14 publications

(11 citation statements)

References 7 publications

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“…[28] A study by Wallace and Boller (2014) has presented that rubrics direct one to concentrate on fundamental regions consisting of skill training, offering an approach to verify the progress of the training in learners and mentors. [29] As newly graduate RNs gain more experience, rubrics offer a channel to concentrate on key abilities which may be present at various levels of skill presentation.…”

Section: The Adult Learning Model For Reducing Anxiety and Developingmentioning

confidence: 99%

The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

Wallace

Gill

2019

JNEP

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Background and objective: The development of self-confidence is an essential element of a nurse in the clinical setting. Nursing educators discuss the addition of simulation and debriefing into learning activities, which play a central role in identifying the fundamental elements of safety and clinical efficiency.Methods: Quality and Safety Education for Nurses (QSEN) competencies are used to examine the data supporting the effectiveness of simulation debriefing in nursing students registered in a fast-tracked baccalaureate program. This novel approach allows one to quantitatively measure the relationship between simulation debriefing, self-confidence and reduced anxiety.Results: Univariate Spearman Rho regression displays a significant positive correlation between reduced anxiety, self-confidence, and debriefing. The feedback received is encouraging, productive, and effective to learning. Logistic multivariate regression reveals debriefing mechanisms predict developing self-confidence and reducing anxiety, allowing the likeness on student’s clinical judgement and methodology to patient care (χ2 = 34.249, p = .011), sufficient time being provided to reflect and review clinical performance (χ2 = 0.68, p = .30) and identifying the justification for the actions and responses (χ2 = 119.365, p = .001).Conclusions: Debriefing is a central element that can be applied as a teaching strategy during simulation. This study offers further understanding of the role of debriefing in enhancing self-confidence and reducing anxiety in nursing students. This is a critical learning component and ought to be applicably focused in nursing education.

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Section: The Adult Learning Model For Reducing Anxiety and Developingmentioning

confidence: 99%

The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

Wallace

Gill

2019

JNEP

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“…The full text of the articles was investigated according to the designed checklist described in the previous step. After the quality of the articles was checked, only 20 articles were retrieved in the review process (Table 1) [1,4,15,[18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34]. The validation processes were conducted by three members (AVA, AE, and BN).…”

Section: Usage Of the Checklistmentioning

confidence: 99%

Competency in Nursing Students: A Systematic Review

Nehrir

Vanaki

Nouri

et al. 2016

ijtmgh

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Introduction: Nursing students require highly specialized competencies to accurately determine patients' states and to predict and cope with problems that may occur during nursing care. This study explores the definition, domains, and levels of nursing students' competency. Methods: This study was a systematic review of nursing students' competencies in English (ISI, SCOPUS, Ovid, Proquest, Iranmedex, Google scholar, PubMed) and Persian (Scientific Information Database) databases , according to the University of York Center for Reviewers and Dissemination Guidance approach, 2008. Results: From a total of 13,115 articles, 20 were retrieved in the final step. The individual experiences, dynamic process, and positive interactive social and beneficial changes in the equality of one's professional life that cause meta-cognitive abilities, touch reality, motivation, decision making, job involvement, professional authority, self-confidence, knowledge and professional skills formulated the definition of nursing students' competency. Educational, cultural, individual, professional and inter-professional, research, clinical and practical domains were defined as belonging to nursing students' competency. Seven nursing student competency levels were identified. Conclusion: Although the definitions of competency, its domains, and its levels vary by profession and country, this systematic review demonstrated the comprehensive ones in three scopes. However, more research is needed to examine the three scopes in the nursing student competency concept. Cultural-based CompetencyRacial/ethnic disparities in healthcare [11], Ineffective or lower quality care culturally/linguistically inappropriate [17], Cultural innovations in healthcare system and structure design [7], Interactions between patients and healthcare staff [14], Lack of diversity in healthcare leadership and workforce [9], Cross-cultural communication between healthcare providers and patients [17] Educational-based Competency Reflection [9], Problem solving [7], Blueprinting [35], Problem-based learning approach [7], Scientific approach and critical thinking [2]

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“…Wallace & Boller (2014) stated there is a promotion of confidence, the generation of perception and comprehension, along with critical thinking and problem solving by utilizing reflective journaling. [7] Reflective writing also permits nursing students to clarify proficient goals, express feelings, and assimilate collaborative-learning styles. Furthermore, by learning specific competencies, Student nurses are able to achieve clinical competencies through insightful wisdom and reflective practice.…”

Section: Reflective Writing and Reflective Practice In Clinicalmentioning

confidence: 99%

Reflective writing: Factors that influence the successful transition of nursing students entering into their second semester of a RN-ABSN program

Wallace

2016

JNEP

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Objective: Identify factors influencing the successful transition of nursing students entering into their second semester of a RN-ABSN program. Background: Newly graduate registered nurses (RNs) are able to enter practice within weeks of graduation as fully licensed RNs. An inadvertent effect of this transition is placing new graduates into an environment that demands safe, effective and quality care. Identifying factors that influence the successful transition of nursing students entering into the second semester of an ABSN (Accelerated Bachelor of Science Nursing) program sets off ones actions, increases awareness and understanding, and promotes the development of personal experiences by means of reflective journaling. Reflective journal rubrics (personal narrative of storytelling) help to fortify the successful transformation to practice by allowing self-reflection and encourage the reconceptualization of the problem situations. Reflective journals illuminate performance expectancies and can diminish misperceptions around role. The reflective journal rubric for assessing RN performance, focused on reflective writing. The tool was developed using the modified version of written exercises by Freshwater, Taylor and Sherwood for active learning concepts used in the classroom. Reflective journaling incorporates the application of concepts and leads to increase mastery and retention of content. Additionally, it identifies important themes and offers opportunities for students to discuss essential topics for a smooth transition into their first and second semester. Methods: A group of seventeen ABSN students in the second semester medical surgical clinical were required to participate in the reflective journaling at the beginning and end of their experiences in training as a part of their preparation for a clinical rotation. Nurse educators, read the reflective journals to gain insight into the participants' experience and then coded to highlighted themes. The journals were evaluated with the reflective practices of Freshwater, Taylor and Sherwood who have proposed the use of the term "art" pertinent in the context of reflective journaling in nursing. Qualitative content analysis was deemed complete when agreement was reached regarding major themes. Dependability was achieved by the researchers using the participants' own words to support the themes and conclusions. Data Collection: IRB approval was obtained. 17 students participated in the study and identifying themes from approximately 17 students over the past 2 years. The self-reflection rubric contained open-ended, short write-in items. Responses were anonymous. No names, email addresses, nor computer IP addresses were collected. Results: Seventeen journals were analyzed. Students are using critical reflection to improve practice, especially with respect to Freshwaters statement 'thinking about thinking'. The key outcomes indicated that reflective journals assist students to focus on their clinical learning during the coaching point. These following the...

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New Nurse Practitioner Competencies: Skill Development and Reflective Writing Rubrics

Cited by 14 publications

References 7 publications

The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

Competency in Nursing Students: A Systematic Review

Reflective writing: Factors that influence the successful transition of nursing students entering into their second semester of a RN-ABSN program

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