Nursing Core Competencies Needed in the Fields of Nursing Practice for Graduates in Nursing

Abstract

Purpose: This study was done to provide information on issues of nursing core competencies needed in the fields of nursing practice for graduates in nursing, from the perspective of nursing managers, and to make suggestion for improving nursing education programs. Methods: Ten nursing managers participated in this study. They were in charge of clinical nursing education in the fields of nursing practice. Data were collected using focus group interviews and analyzed with the content analysis methodology of Downe -Wamboldt's. Results: Six types of nursing core competencytherapeutic nursing competency, professional nursing competency, administrative nursing competency, humanistic nursing competency, relational nursing competency, and personal nursing competency -were identified as nursing core competencies needed in the fields of nursing practice for graduates in nursing. Conclusion: Results of the study show important evidence for decision-making about nursing curriculum revision based on nursing core competency, both in the classroom and in nursing practice areas. These results should contribute to the development of evaluation indicators for nursing students or new nurses. Further research is required to measure degree of nursing core competency in graduates of nursing and to identify the effect of competency-based education for improving nursing core competency. 서 론 1. 연구의 필요성 간호교육은 질적인 간호를 제공할 수 있는 전문직 간호사를 양성하는데 일차적인 목표를 두고 있으며 이러한 교육 목표를 달성하기 위해서는 이론적 지식과 이를 근거로 올바르게 수행할 수 있는 기술 및 태도가 필수적이다. 그러나 우리나라 간호실무현장에서 졸업간호사들의 임상수행 능력이 대상자의 요구나, 병원, 보건소 및 산업장 등의 현장요구

Research on Subjectivity about Clinical Departments where Prospective Nursing Graduates Wish to Work

“…For this reason, nursing universities aim to not only equip nursing students with theoretical knowledge, skills, and attitudes necessary for nurses, but also get them to make quick adaptation to practical nursing sites and settle themselves in professional nursing positions [2]. However, new graduate nurses suffer diffi-culties while transitioning from student nurses to professional nurses, and decide to move workplaces or change jobs, which often lead them to drop out in the middle of their transitioning processes [3].…”

Competencies for Entry into the Profession of Dental Hygiene

“…nursing curricula 15) . Consequently, the Korean Accreditation Board of Nursing has improved the quality of nursing education by continually revising education programs to produce students with the competencies demanded in domestic and international public healthcare.…”

Identification and exploration of nursing competencies required for newly graduated nurses in Korea​​​​​​​

“…Notably, new graduates were found to be inefficient or found to be needing verbal or physical assistance to integrate knowledge and skills in an emergency situation; almost 70 per cent of the new nurses felt incompetent to deal with an emergency situation in this study. Similar welldocumented findings in the contemporary literature show that responding to emergency situations is the biggest challenge in the first year of practice (Herron, 2018;Jang, 2009;Lee et al, 2012;Song, 2009;Thanomlikhit & Kheawwan, 2017). For example, Herron (2018) found that a lack of experience in an emergency situation was one of the factors that new graduates found challenging.…”

“…Knowledge and skills were identified as the basic elements of evidence-based practice for new graduates in the present study. New graduates require theoretical nursing knowledge and basic nursing skills Ferguson & Day, 2007;Lee et al, 2012). However, this study found that only one-third of the nurse experts believed that new graduates possessed adequate theoretical nursing knowledge.…”

“…Similarly, there is evidence that most new graduates had difficulty in practising based on evidence due to insufficiency in their practice knowledge base (Ferguson & Day, 2007;Ramritu & Barnard, 2001). Although it can be argued that the traditional emphasis on knowledge no longer fits with the requirements of a changing profession (Horton, 2000), some researchers claim that entry-level theoretical knowledge is essential as a basis on which to develop practical knowledge that will contextualise the new graduate's knowledge in the new practice setting (Ferguson & Day, 2007;Lee et al, 2012). This is consistent with the findings of Ramritu and Barnard (2001), who discovered that new graduates considered possessing sufficient knowledge and basic clinical skills as an important attribute for a competent newly graduated nurse.…”