Nursing students’ conceptions of competence and the learning processes that support the development of competence: a phenomenographic study

Munangatire, Takaedza; McInerney, Patricia

doi:10.1007/s10459-021-10041-2

Cited by 8 publications

(12 citation statements)

References 42 publications

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“…The shift in focus from external standards, to more personalized critical learning aligns with previous work on nursing students' and medical supervisors' conceptions [15,18]. The current study adds different ways of applying self-regulated learning as a relevant dimension in understanding clinical learning, possibly reflecting the values of modern nursing curricula.…”

Section: Contribution To Previous Literature On Conceptions Of Clinical Learningsupporting

confidence: 69%

“…The current study adds different ways of applying self-regulated learning as a relevant dimension in understanding clinical learning, possibly reflecting the values of modern nursing curricula. Interestingly, the shift in focus from individual nursing performance to team performance was found in conceptions of medical supervisors, but not of nursing students [ 15 , 18 ]. In addition to previous literature, our focus on the broad concept of ‘outcomes of clinical learning’ gave us insight in how individuals integrate different aims such as learning, performing nursing care and meeting assessment standards to guide their behavior.…”

Section: Discussionmentioning

confidence: 99%

“…In line with previous literature, respondents agree that students are supposed to demonstrate progressive independence in setting and monitoring learning goals [ 24 ]. However, in previous literature on conceptions of clinical learning, self-regulated learning was only articulated in the most inclusive conceptions [ 18 ]. In the current study, conceptions vary in their qualitative interpretation of self-regulated learning, i.e.…”

Section: Discussionmentioning

confidence: 99%

“…In nursing education, supervisors have different understandings of nursing itself as well as their role in facilitating student learning [ 16 , 17 ]. Recently, a study on nursing students’ conceptions of clinical competence and the learning process was published, identifying conceptions of competence ranging from task completion to yielding positive health outcomes [ 18 ]. The current study adds to this work by extending it to a different setting, and by including a broader set of potential ‘outcomes’ of clinical learning than ‘competence’ only.…”

Section: Introductionmentioning

confidence: 99%

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Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study

Stoffels

Burgt

Stenfors³

et al. 2021

BMC Med Educ

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Background To prepare nursing students to become critical, autonomous members of the workforce, an agreement among stakeholders on how this can be achieved in the clinical setting is needed. However, a critical discussion of the clinical learning process in relation to actual and desirable outcomes is lacking in the nursing education literature. This study aimed to map conceptions of the desired process and outcomes of clinical learning among stakeholders involved in undergraduate clinical nursing education. Methods Twenty-five semi-structured interviews about their understanding of clinical learning were conducted with nursing students, supervisors, clinical educators and higher education institute professionals involved in clinical nursing education in a Dutch academic medical center. Data were analyzed using a phenomenographic approach. Results Four conceptions were identified: clinical learning as a process to 1) meet curricular demands, 2) learn to deliberately deliver patient care, 3) learn to deliver patient care within the larger (healthcare) context, and 4) become a continuously developing professional. Conceptions 3 and 4 represented a broader, more inclusive perspective on clinical learning than conception 1 and 2. Conceptions were distinguished by five dimensions: role of guidelines from the school; learning opportunities, focus of supervisor; focus of reflection; desirable outcomes of clinical learning. Conclusions Those directly involved in clinical learning in nursing may have qualitatively different understandings of its desired nature and outcomes. Two patterns across conceptions could be discerned: a) a shift in focus from learning as following standards, to following an individualized learning trajectory and b) a shift in focus from increasing patient load, to understanding oneself and the patient within the healthcare context. To prepare nursing students for the future workforce, a flexible, social form of self-regulated learning is warranted, as well as an understanding of one’s own role within the healthcare system and a critical attitude towards healthcare. Schools and hospitals should collaborate to integrate these values in the curriculum. The current study adds different ways of applying self-regulated learning as a relevant dimension in understanding clinical learning to the literature. Through the phenomenographic approach we identified conceptions that can be a basis for training and policy development.

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Section: Contribution To Previous Literature On Conceptions Of Clinical Learningsupporting

confidence: 69%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study

Stoffels

Burgt

Stenfors³

et al. 2021

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Competence has been defined by numerous researchers in the existing literature. Generally, competence is considered a composite of the knowledge, skills, motivations, and attitudes required to adequately undertake a task or intellectual process that is appropriate for professional performance in a defined context [19,20]. It refers to the underlying characteristics of individuals that distinguish those who have outstanding achievements in a certain job from those who perform poorly [21].…”

Section: Postgraduate Competencementioning

confidence: 99%

Postgraduate Competence and Academic Research Performance: The Mediating Role of Psychological Capital

2021

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In this study, we developed and validated an instrument for measuring postgraduate competence and examined the relationships between postgraduate competence and academic research performance, along with the mediating role of psychological capital. Based on two independent samples, the results provided robust evidence of postgraduate competence composed of six dimensions. Adopting a two-wave survey at two different time periods, we conducted a questionnaire survey on 364 postgraduates from three top universities in China by random sampling. The results indicated that postgraduate competence was positively associated with academic research performance. Among the competences composed of six dimensions, research ability was the most predictive dimension of academic research performance. Additionally, psychological capital partially mediated the relationship between postgraduate competence and academic research performance. These findings contributed to the ongoing discussion about improving postgraduates’ academic research performance under the circumstance of competence-based education.

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Epistemic discourses concerning the competence developed in a norwegian master’s degree program in health science

Kristoffersen

Oftedal

2023

Adv in Health Sci Educ

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It has been claimed that various discourses related to competence influence higher education, but there is limited understanding of the discourses underlying competence development. The specific aim of this study was to explore epistemic discourses concerning the development of competence of health professionals with a master’s degree in health science. Accordingly, the study was qualitative and adopted discourse analysis. Twelve participants, all of whom were Norwegian health professionals aged between 29 and 49 years, participated in this study. Four participants were in the final stage of study for their master’s degree with three months left before completion, four had completed their degree two weeks before their participation, and four had been working for one year after the completion of their degree. Data were collected in three group interviews. Three epistemic discourses were revealed: (1) a critical thinking competencies discourse, (2) a scientific thinking competencies discourse, and (3) a competence-in-use discourse. The former two discourses were considered the dominant discourses and indicated that a knowing “that” discourse connected the specialized competence of different health professionals with a wider field of competence. This wider field transcended the boundaries of various health disciplines and represented a novel competence developed through a synergizing process between critical and scientific thinking competencies, which seems to drive continued competence development. A competence-in-use discourse was formed in the process. This discourse can be viewed as a unique outcome that contributes to health professionals’ specialized competence and suggests that a knowing “how” discourse was also an underlying background discourse.

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Nursing students’ conceptions of competence and the learning processes that support the development of competence: a phenomenographic study

Cited by 8 publications

References 42 publications

Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study

Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study

Postgraduate Competence and Academic Research Performance: The Mediating Role of Psychological Capital

Epistemic discourses concerning the competence developed in a norwegian master’s degree program in health science

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