Journal articles: 'Clinical Competence Nurses' Instruction'

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Li, Yi-Hui, Man-Chun Chou, Ling-Dai Lin, Ching-Ching Tsai, and Mei-Hsiang Lin. "Relationships between Willingness to Participate in the Nursing Clinical Ladder Program and Its Related Factors among Clinical Nurses." Healthcare 10, no. 2 (February 14, 2022): 369. http://dx.doi.org/10.3390/healthcare10020369.

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The professional nursing competence ladder system can effectively inspire nurses’ work morale, improve quality of life, and avoid the issue of senior staff leaving the clinical setting. The aim of this study was to explore the willingness to participate in the professional nursing competence ladder system and its related factors among nurses. A cross-sectional study design with a structured questionnaire was used. Purposive sampling was employed, and 696 nurses who qualified to be promoted as N2 were recruited from a medical center in southern Taiwan. The results showed most nurses were willing to participate in the nursing ladder system. There were significant differences between willingness to participate in the ladder system and age, education level, as well as promotion experience. This study emphasizes the importance of intensifying internal encouraging factors and strengthening external encouraging factors to improve participation rates. Healthcare institutions could provide instruction on case report writing to increase nurses’ willingness to participate in the clinical ladder program.

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Kopp, ME, KA Schell, L. Laskowski-Jones, and PK Morelli. "Critical care nurse internships: in theory and practice." Critical Care Nurse 13, no. 4 (August 1, 1993): 115–18. http://dx.doi.org/10.4037/ccn1993.13.4.115.

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The CCNIP is a 6-month program that provides didactic instruction and supervised clinical experience to graduate nurses desiring critical care staff nurse positions. During rotations through four critical care units, interns are cross-trained to handle a variety of patient care scenarios. Upon completion of the program nurses are required to fulfill an 18-month service commitment to a critical care unit within the institution. During its 6 years of operation the CCNIP has promoted clinical competency and assisted in the recruitment and retention of staff nurses in critical care. Considering these outcomes, other critical care educators and administrators may want to consider implementing nurse internships as an alternative to traditional orientation programs.

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Brebner, E. M., J. A. Brebner, H. Ruddick-Bracken, R. Wootton, and J. Ferguson. "The importance of setting and evaluating standards of telemedicine training." Journal of Telemedicine and Telecare 9, no. 1_suppl (June 2003): 7–9. http://dx.doi.org/10.1258/135763303322196150.

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summary The importance of appropriate training in the use of videoconferencing equipment for clinical purposes is often underestimated when telemedicine projects are established. We developed a user training programme which was delivered via videoconferencing to a group of 130 nurses. Training was delivered on a one-to-one basis. A questionnaire was developed to evaluate user satisfaction and the effectiveness of training. One hundred and two fully completed questionnaires were returned (a 79% response rate). High levels of satisfaction were obtained but the level of user competence reached 100% only when training was supported by a training manual and at least weekly practice. Before establishing a telemedicine service, the following steps appear to be important: identify the required training competencies; deliver a ‘hands on’ training programme based on the required training competencies; back up the training programme with an instruction booklet; ensure that trainees have at least weekly practice; measure the level of user competence.

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Sugiantari, Ayu, Komang Ayu Kartika Sari, and Pande Putu Januraga. "Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students." Public Health and Preventive Medicine Archive 6, no. 1 (July 1, 2018): 48. http://dx.doi.org/10.15562/phpma.v6i1.9.

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AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.

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Sugiantari, Ayu, Komang Ayu Kartika Sari, and Pande Putu Januraga. "Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students." Public Health and Preventive Medicine Archive Journal 6, no. 1 (July 1, 2018): 1. http://dx.doi.org/10.15562/pphma.v6i1.9.

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AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.

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Yung, Narem, and Joyce Johns. "Effectiveness of clinical teaching practices of preceptors in three referral hospitals at Stung Treng Region, Cambodia." International Journal of Research in Medical Sciences 7, no. 4 (March 27, 2019): 1341. http://dx.doi.org/10.18203/2320-6012.ijrms20191350.

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Background: Students are not mere followers of teacher instructions, but fully aware and very observant of what differentiates a good clinical preceptor from a poor clinical preceptor and have expectations of how preceptors and clinical teachers should act. This study describes students’ perceptions on the effectiveness of clinical teaching practices of preceptors.Methods: A cross-sectional survey was conducted by using the Clinical Teaching Evaluation (CTE) Questionnaire to determine the level of effective clinical teaching by preceptors in the following areas: nursing expertise, teaching competence, and interpersonal relationship skills, and to identify characteristics (gender, age, program, and year level) associated with effective clinical teaching. The sample was composed of 158 randomly chosen students, Associate Degree Nurses and Associate Degree Midwives years 2 and 3, with clinical experience under preceptors at the 3 Referral Hospitals (Stung Treng, Kratie, and Ratanakiri) in Stung Treng region of Cambodia. Evaluations were ranked on a five-point scale with one being strongly disagree up to five being strongly agree.Results: The mean scores for all items were 0.739. Mean rating scores for effective clinical teaching of preceptors was 3.63, with nursing expertise at 3.72, teaching competence at 3.51, and interpersonal relationship skills at 3.65.Conclusions: The clinical teaching quality of preceptors can be improved by training with appropriate teaching methods with emphasis on effective clinical teaching practices to assist students in clinical competency.

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Purnamasari, Vita. "Pengetahuan penata anestesi tentang kompetensi pembimbing klinik keperawatan anestesiologi." Health Sciences and Pharmacy Journal 3, no. 2 (August 30, 2019): 47. http://dx.doi.org/10.32504/hspj.v3i2.137.

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Clinical Instructor (CI) is one of the components on clinical learning that has an influence on the quality of learning and outcomes. Clinical instructor must know the competencies that must be possessed to be able to achieve the quality of education in accordance with established standards, but there are many clinical Instructor who do not yet know the competencies. Anesthesiology Nursing is one of the new study programs that requires preparation for clinical learning, so important to know the anesthetist's knowledge about competencies that must be possessed as preparation for student clinical practice. The objective of this study is to describe the knowledge of anesthetist nurses about the competencies of clinical instructor in the nursing anesthesiology clinical practice. The study design was descriptive with a qualitative approach, with 4 participants of anesthesiologist nurse at PKU Muhammadiyah Yogyakarta Hospital with in depth interview and snow ball sampling technique. Theresults of this study showed that there were 3 (three) final meanings of clinical instructor competency, namely professional anesthetist competency, effective communication competency, and teaching competency. The conclusion was the anesthetist clinical instructor’s knowledge is in accordance with the competency that the clinical instructor must have, but there is a competency that is not yet known by the anesthetist.

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Padagas, Reynold Culimay. "Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 393–410. http://dx.doi.org/10.18662/rrem/12.4/353.

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Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.

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P, Malathi. "A Study to Assess the Effectiveness of Self Instructional Module on Knowledge Regarding Stem Cell Banking among Staff Nurses in Selected Hospitals at Bangalore." International Journal of Health Sciences and Research 11, no. 11 (November 11, 2021): 70–77. http://dx.doi.org/10.52403/ijhsr.20211108.

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Aim: Present study attempts to assess the “Effectiveness of self-instructional module on knowledge regarding stem cell banking among staff nurses in hospitals. Methods and Material: Purposive sampling technique with the pre-experimental and post-test design was used. The sample of this study comprised 60 staff nurses who were working in the Obstetrics and Gynaecological ward. A structured knowledge questionnaire was used to collect data from the subjects. The collected data was analyzed using descriptive and inferential statistics and interpreted in terms of the objectives and hypothesis of the study. Results: In pre-test knowledge on stem cell banking, out of 60 staff nurses, 13(22%) had inadequate knowledge, and in post-test after implementation of SIM, 53(88%) of subjects had adequate knowledge, and 7(12%) had moderate knowledge. The above results indicate that SIM effectively increased the ability of staff nurses on stem cell banking. The association was found between the knowledge scores of subjects with demographic variables such as gender, area of residence, and years of clinical experience, which was significant at the level of 0.05. It is recommended that a similar study can be conducted on a larger sample to arrive at a generalization. Moreover, nurses and midwives are part of health care in all the stages of our lives. Thus, nurses must be knowledgeable and aware of recent trends in diagnosis, treatment. Education provides means by which nurses can remain up to date with current developments, maintain their competence and meet the standards of nursing practice. Conclusion: The study’s findings reveal that staff nurses' knowledge had enhanced regarding stem cell banking. Key words: Stem cell banking, Knowledge, Staff nurses.

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Aufar, Fajar Nur, Retno Purwandari, and Dicky Endrian Kurniawan. "Clinical Learning Environment in Hospitals: Assessment of Nursing Students." Jurnal Ilmu Keperawatan (Journal of Nursing Science) 9, no. 1 (May 31, 2021): 46–54. http://dx.doi.org/10.21776/ub.jik.2021.009.01.6.

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Evaluation of the clinical learning environment is essential because it can improve the success of students undergoing clinical practice in hospitals. With this evaluation, the clinical learning environment will be better and have an impact on nursing institutions that can prepare good quality graduate students. This study aimed to evaluate the clinical learning environment of nursing profession students in hospitals. The research design used descriptive and involved 229 professional nursing students consisting of 23 and 24 batches of Nursing at the University of Jember, which were collected by using total sampling. The results of the evaluation of the clinical learning environment of professional nurses in hospitals showed an average score of 132.7 from the maximum score 170. Every indicator has an average value and the percentage of achievement starting from the highest to the lowest; the relationship of supervision (clinical supervisor or clinical instructor) with an average of 31.10 (77.75%), leadership style of the inpatient ward manajer with an average of 15, 41 (77.05%), the role of nurse lecturers (academic lecturers) with an average of 34.02 (75.60%), nursing service places with an average of 15.05 (75.25%) and an atmosphere of learning strategies with an average of 33.25 (73.25) and overall student satisfaction obtained an average value of 3.92 (78.40%). The results of the study show that nursing students is still not fully satisfied toward clinical learning environment. It must be improved to provide a suitable clinical learning environment so that students feel satisfied and clinical competence can be achieved.

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Olson, Debra, Maggie Stedman-Smith, and Ann Fredrickson. "Environmental Health and Nursing: Piloting a Technology-Enhanced Distance Learning Module." AAOHN Journal 53, no. 8 (August 2005): 353–59. http://dx.doi.org/10.1177/216507990505300807.

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The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Knowles, Holton, and Swanson (1998); and satisfaction were measured among participating RNs (N = 34). A 6% mean gain in learning occurred between pre- and post-tests (95% CI .51 to 1.37, p < .0001). No significant differences in learning occurred for those who prefer face-to-face instruction and those who tend to procrastinate. Ninety-four percent of respondents indicated they were satisfied or very satisfied with the module. A strong association was found between recognition of adult learning principles as enhancing the assimilation of knowledge and competencies of environmental health and high satisfaction with the module. Distance learning via the Internet shows promise as a format to promote environmental health education for nurses.

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Eren, Nurhan. "Nurses’ attitudes toward ethical issues in psychiatric inpatient settings." Nursing Ethics 21, no. 3 (October 3, 2013): 359–73. http://dx.doi.org/10.1177/0969733013500161.

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Background: Nursing is an occupation that deals with humans and relies upon human relationships. Nursing care, which is an important component of these relationships, involves protection, forbearance, attention, and worry. Objectives: The aim of this study is to evaluate the ethical beliefs of psychiatric nurses and ethical problems encountered. Research Design: The study design was descriptive and cross-sectional. Research context: Methods comprised of a questionnaire administered to psychiatric nurses (n = 202) from five psychiatric hospitals in Istanbul, Turkey, instruction in psychiatric nursing ethics, discussion of reported ethical problems by nursing focus groups, and analysis of questionnaires and reports by academicians with clinical experience. Participants: Participants consist of the nurses who volunteered to take part in the study from the five psychiatric hospitals (n = 202), which were selected with cluster sampling method. Ethical considerations: Written informed consent of each participant was taken prior to the study. Findings: The results indicated that nurses needed additional education in psychiatric ethics. Insufficient personnel, excessive workload, working conditions, lack of supervision, and in-service training were identified as leading to unethical behaviors. Ethical code or nursing care -related problems included (a) neglect, (b) rude/careless behavior, (c) disrespect of patient rights and human dignity, (d) bystander apathy, (e) lack of proper communication, (f) stigmatization, (g) authoritarian attitude/intimidation, (h) physical interventions during restraint, (i) manipulation by reactive emotions, (j) not asking for permission, (k) disrespect of privacy, (l) dishonesty or lack of clarity, (m) exposure to unhealthy physical conditions, and (n) violation of confidence. Discussion: The results indicate that ethical codes of nursing in psychiatric inpatient units are inadequate and standards of care are poor. Conclusion: In order to address those issues, large-scale research needs to be conducted in psychiatric nursing with a focus on case studies and criteria for evaluation of service, and competency and responsibility needs to be established in psychiatric nursing education and practice.

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Khan, Amanulllah, Sehrish Naz, and Nishat Begum. "Perception of Student Nurses Regarding Characteristics Of An Effective Clinical Instructor: A Cross Sectional Study." Journal of Farkhanda Institute of Nursing And Public Health (JFINPH) 1, no. 01 (August 1, 2021): 22–26. http://dx.doi.org/10.37762/jfinph.6.

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OBJECTIVES: This study was conducted to explore the perception of student nurses regarding characteristics of effective clinical instructor that can boost student’s learning. METHODOLOGY: A descriptive cross-sectional study design was used to carry out to find out the student’s perception regarding characteristics of effective clinical instructor. For this purpose, a structured questionnaire was used for data collection. Participants of the study were undergraduate student nurses enrolled in BSc.N Post R.N, BSc.N Generic and Diploma nursing educational programs. Total 250 students’ responses were recorded from different institutes of nursing, Peshawar. Ethical approval was taken from Khyber Medical University, Peshawar. SPSS version 22.0 was used for data analysis. RESULTS: The results showed that all the characteristics of professional competency was important for the instructors. Perceived good communication skills was marked high in personal characteristic of the instructors (52%). The instructors should evaluate the students objectively (72%) had increased responses under the category of relationship with students. CONCLUSION: For a good instructor, professional competency, personal characteristics, and relationship with students should be effective. The instructors should have to polish their skills.

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Melrose, Sherri. "Mentoring non-traditional students in clinical practicums: Building on strengths." Clinical Nursing Studies 6, no. 3 (February 28, 2018): 39. http://dx.doi.org/10.5430/cns.v6n3p39.

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Background: As nurse educators respond to increasing numbers of adult learners attending practicum experiences, clinical instructors are one of our richest resources. And yet, the everyday strategies they implement to mentor these non-traditional students towards success may go unnoticed. This article describes findings from a qualitative descriptive research study that listened to the voices of experienced clinical instructors.Objective: The objective of the study was to describe effective mentoring approaches that instructors in a Post Licensed Practical Nurse to Bachelor of Nursing (Post LPN to BN) program used to support students’ learning and build on their strengths during instructor led clinical practicum courses.Methods: The research was framed from a constructivist worldview and Laurent Daloz’s mentoring model. Digitally recorded and transcribed interview data was collected from 10 clinical instructors who had been teaching for more than 5 years. The transcripts were analyzed for themes which were confirmed with participants through member checking.Results: Findings revealed that instructors supported students by validating individual strengths; challenged them by building on those strengths; and created vision by linking their present activities to competencies needed in their own future practice.Conclusions: These findings provide valuable insights and guidance to practicing Registered Nurses (RN’s) interested in teaching non-traditional students during their clinical experiences.

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WATSON, ROGER, LYNN CALMAN, IAN NORMAN, SALLY REDFERN, and TREVOR MURRELLS. "Assessing clinical competence in student nurses." Journal of Clinical Nursing 11, no. 4 (July 2002): 554–55. http://dx.doi.org/10.1046/j.1365-2702.2002.00590.x.

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KULA ŞAHİN, SENNUR, Nihal SUNAL, and İnsaf ALTUN. "Nursing Student’s Competence in Clinical Education." Gevher Nesibe Journal IESDR 6, no. 14 (September 25, 2021): 45–50. http://dx.doi.org/10.46648/gnj.255.

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Background & Aim: Assessing nursing students' competence in clinical education provides information about students' learning outcomes. Having a good the academic competence in clinical learning has always been desirable for student nurses. However, there are very few scales and studies examining the academic competence of student nurses. The aim of this study is to assess learning outcomes in Turkish student nurses using the clinical education assessment tool (AssCE). Methods: A descriptive data form, and the AssCE tool were used to collect data. Intern nursing students' clinical education was evaluated by the clinical nurse instructors using the AssCE tool. Results: The mean age of the student nurses was 22.3±0.5 years (range: 22-24 years), 90.1 % (n=81) of the students were woman, all of these were fourth-year nursing students. The mean score of AssCE was 3.99±0.71; ranging from 3.43 to 4.19.According to the instructors of the nursing students, they are highly reflectng their competencewith their own self knowledge 49.4%, ethical awarenes 46.9%, safety awareness 46.97%, scientific awareness 45.7% and their own carries out nursing care measures 34.4%. Conclusion: According to clinical instructors in the study, student nurses performed at a "good" level. It is recommended that student nurses should be supported to improve their skills and knowledge in order to improve their nursing performance. Keywords: The Clinical Education Assessment tool (AssCE), student nurse, clinical competence, nursing.

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Maher Sultan, Hosny. "Impact of Reflective Thinking Intervention on Improving Pediatric Nursing Care." Pakistan Journal of Medical and Health Sciences 16, no. 1 (January 30, 2022): 1187–90. http://dx.doi.org/10.53350/pjmhs221611187.

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Background: Reflection is a recent trend in medical and nursing education whether in teaching or treating. Aim: This study was aimed to evaluate the impact of reflective thinking intervention on improving nursing care given by nurses in pediatric critical care units. Materials and Method; The study was conducted at pediatric critical care units (SICU, NICU and ED) in pediatric hospital affiliated to Ain shams university hospitals. The subjects of the study contained 55 nurses and all available children used at the previously mentioned setting regardless their age, sex, level of education and qualification. Three types of tools were used to collect data, an interviewing questionnaire sheet, nursing core competencies clinical evaluation tool &educational supportive material. Results: About (23.6%) had competent level of nursing core competencies through nurses′ reflection at preprogram implementation compared to more than three quarters (78.2%) at post program implementation while elevated to 94.5% at follow up implementation of the program. Conclusion: There was highly statistically significant difference between pre, post and follow up for implementation of the program regarding nursing core competencies through nurses’ reflection and Nursing core competencies through instructor comments respectively. Encouraging linkage of nurses’ performance appraisal to the extent of their use of reflective thinking. Keywords: Reflective, Thinking, Pediatric, Nursing, Care

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Worley, Julie, and Michelle Heyland. "Evaluating competency based education modules in an online nurse practitioner course." Journal of Nursing Education and Practice 9, no. 3 (November 8, 2018): 1. http://dx.doi.org/10.5430/jnep.v9n3p1.

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Competency based education (CBE) has been shown to improve academic performance and could help bridge the gap between education and clinical practice. There is a lack of evaluation data for new content added to courses, particularly CBEs and new technology. The aim of the study was to evaluate the use of CBE modules and GoReact technology in an online psychiatric nurse practitioner course. In a quality improvement study, four CBE modules were used to assess knowledge and clinical skills in an online psychiatric assessment course. Knowledge tests were used to assess student knowledge, adaptations of the Student Evaluation of Educational Quality Scale (SEEQ) and the Systems Usability Scale (SUS) were used to evaluate the students’ responses to the CBE modules. Faculty feedback and comparisons from prior years without CBEs were also examined. All students in the course successfully completed the CBE modules for course credit. The majority of the students who completed the surveys had a positive response to the CBEs and GoReact technology. Faculty were satisfied with using CBEs and the technology and overall student performance in the course and subsequent practicum course following the CBEs was the same or improved. CBE modules appear to be an effective and well received method of instruction in online clinical psychiatric nurse practitioner courses.

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Kim, Ga-Hyun, and Hyun-Ju Lee. "Factors Influencing Clinical Nurses’ Medication Safety Competence." Journal of Korean Academy of Fundamentals of Nursing 29, no. 2 (May 31, 2022): 237–47. http://dx.doi.org/10.7739/jkafn.2022.29.2.237.

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Purpose: The purpose of this study was to measure the influence of job stress, critical thinking disposition, and clinical decision-making ability on clinical nurses’ medication safety competence. Methods: A descriptive survey was conducted among 140 nurses with more than 6 months of work experience in 4 general hospitals in Busan metropolitan city. Data were collected from August 15 to October 30, 2021 and analyzed using the independent t-test, one-way ANOVA, Pearson’s correlation coefficients, and stepwise multiple regression. Results: Medication safety competence had significant correlations with job stress (r=.20, p=.021), critical thinking disposition (r=.63, p<.001), and clinical decision-making ability (r=.54, p<.001). Multiple regression analysis for medication safety competence revealed that the most powerful predictor was critical thinking disposition. Job stress and critical thinking disposition explained approximately 45% of the variance in medication safety competence. Conclusion: This study confirms the need to make systematic efforts in clinical settings to improve nurses’ medication safety competence, and seeks ways to do so. To enhance clinical nurses’ medication safety competence in the future, programs that manage job stress and improve critical thinking disposition within the nursing department in particular and the hospital in general should be developed and implemented.

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Neary, Mary. "Responsive assessment: assessing student nurses’ clinical competence." Nurse Education Today 21, no. 1 (January 2001): 3–17. http://dx.doi.org/10.1054/nedt.2000.0508.

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Kiljunen, Outi, Tarja Välimäki, Pirjo Partanen, and Päivi Kankkunen. "Multifaceted competence requirements in care homes: Ethical and interactional competence emphasized." Nordic Journal of Nursing Research 38, no. 1 (July 6, 2017): 48–58. http://dx.doi.org/10.1177/2057158517712084.

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Nurses need versatile competence to care for older people in care home settings. A modified Delphi study was conducted to identify competencies registered nurses and licensed practical nurses need to care for older people in care homes. A total of 38 panelists consisting of experienced professionals in clinical and managerial roles were recruited to identify types of competencies these nurses require. In total, 80 competencies for licensed practical nurses and 81 competencies for registered nurses were identified as necessary. This study has shown that licensed practical nurses are required to have similar competencies to registered nurses in care homes. Nurse managers, nurse educators, and policy makers should pay more attention, to nurses’ work requirements, especially for licensed practical nurses, and support nurses to meet the needs of older people living in care homes.

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Gidumović, Sanja, Meliha Hrustić, Dijana Nikolić, Ljubica Ćuk, and Dejan Milanović. "Strengthening nursing competencies within the Mental Health Center // Jačanje sestrinskih kompentecija u okviru Centara za zaštitu mentalnog zdravlja." SESTRINSKI ŽURNAL 4, no. 1 (October 31, 2017): 46. http://dx.doi.org/10.7251/sez0117046g.

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The Mental Health Project in BiH (PMZ BiH), Phase II, is a continuation of Phase I of the Mental Health Project. Direct results are: strengthened competencies and skills of multidisciplinary teams to provide better mental health services. In co-operation with sister associations from BiH, Swiss experts have supported the further strengthening of nursing staff in mental health through: support for the development of sister documentation, support in updating clinical guides with a focus on sister practice and providing training and / or direct support to selected members of sister associations in regarding the application of sister documentation and instructions for acting in their work.Assessment of the capacity of professional associations and specific needs of mental health professionals, realized within the BiH Mental Health Project, resulted in the signing of the Memorandum of Understanding and Cooperation between the above mentioned associations:1. Association of nurses and technicians in FBiH “UMSTFBiH”2. Association of nurses and technicians of the Republic of Srpska (Section nurses and technicians in the field of mental health of Republika Srpska)3. Udruženje “Medicinar” District Brčkowho implemented the Project: “Strengthening Nursing Competencies within the Center for the Protection of Mental Health”.Targeted sisterhood interventions will improve the orientation of the mental health system to the patient, provide health care with respect and understanding, and effectively treat patients. Interventions will contribute to better health outcomes, a better quality of life for mental health users and the general well-being of people with mental disorders, as well as those at risk of having a mental disorder.The project encompasses 40 centers for the protection of mental health in BiH with one representative - a medical nurse / technician. The acquired knowledge and skills, trained nurses / technicians, were passed on to other employees in the centers.The users with whom the sister documentation is applied are more satisfied with the speed and method of obtaining professional help. In 55.51% of respondents, the time of establishing the final diagnosis and condition is shortened. In 44.49% of users who are already in treatment in the centers, the deterioration of the disease is prevented by the introduction of a faster and better quality service.

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Aziznejadroshan, Parvin, Soghra Goliroshan, Mojtaba Qanbari Qalehsari, Seyed Javad Hosseini, Zahra Geraili, and Fatemeh Shaker Zavardehi. "An Analysis of the Relationship between Resilience and Clinical Competence in Nurses : Descriptive-analytical Study." Christian Journal for Global Health 9, no. 1 (June 20, 2022): 43–52. http://dx.doi.org/10.15566/cjgh.v9i1.547.

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Objective: Resilience and clinical competence are two important components of providing nursing care to patients. The goal was to determine the correlation between clinical competence and resilience in the nurses at Babol University of Medical Sciences. Methods: This descriptive and correlational study was conducted in 2019-20. A total of 424 nurses working in the intensive care units and general wards of six hospitals affiliated with Babol University of Medical Sciences were selected using the stratified sampling technique. Liou’s Nursing Clinical Competence Questionnaire was used to assess the clinical competence of the nurses, and Connor-Davidson Resilience Scale was used to assess the nurses’ resilience. The descriptive statistics, Pearson’s correlation coefficient, t student, and one-way ANOVA methods were used in data analysis. Results: The mean score on the seven dimensions of clinical competence was high (174.8624.19). The nurses had the highest mean scores on “clinical care” and “management and leadership” dimensions (4.7731.50, 4.728.61) in the order mentioned. They also had the lowest mean scores on the “mentoring and teaching” and “professional progress” dimensions in the order mentioned (3.5319.10, 3.4119.14). The meanstandard deviation of the nurses’ resilience score was 73.3612.66. The results of Pearson’s correlation test indicated a positive significant relationship between all clinical competence dimensions and nurses’ resilience (p<0.001, r=0.493). Conclusion: Given the strong relationship between resilience and clinical competence, nursing managers are recommended to carry out proper planning to improve the clinical competence and resilience of nurses.

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Kang, Kyung-Ja, Eun-Man Kim, and Se-Ang Ryu. "Factors Influencing Clinical Competence for General Hospital Nurses." Journal of the Korea Contents Association 11, no. 1 (January 28, 2011): 284–93. http://dx.doi.org/10.5392/jkca.2011.11.1.284.

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Kim, Kyung Hee, Sun-Mi Kim, and Myoungjin Kwon. "Factors affecting the clinical competence of new nurses." Journal of Industrial Convergence 18, no. 1 (February 28, 2020): 109–18. http://dx.doi.org/10.22678/jic.2020.18.1.109.

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AKAMINE, Itsuko, Miyoko UZA, Masaki SHINJO, and Eri NAKAMORI. "Development of competence scale for senior clinical nurses." Japan Journal of Nursing Science 10, no. 1 (March 30, 2012): 55–67. http://dx.doi.org/10.1111/j.1742-7924.2012.00210.x.

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Larsen, Annette Berit, and Anne Lippert. "Increasing clinical competence through simulation for ICU-nurses." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 1, no. 3 (2006): 199. http://dx.doi.org/10.1097/01266021-200600130-00079.

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Edwards, Patricia A., and Catherine R. Davis. "Internationally Educated Nurses’ Perceptions of Their Clinical Competence." Journal of Continuing Education in Nursing 37, no. 6 (November 1, 2006): 265–69. http://dx.doi.org/10.3928/00220124-20061101-06.

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Takase, Miyuki, Masako Yamamoto, Yoko Sato, Takiko Imai, and Mitsuko Kawamoto. "Effects of Nurses’ Perceptions of Actual and Demanded Competence on Turnover Intentions." Western Journal of Nursing Research 39, no. 10 (October 3, 2016): 1330–47. http://dx.doi.org/10.1177/0193945916670893.

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With the growing focus on continuous professional development, demands placed on nurses to uphold nursing competence have been increasing. This study examined how nurses with different lengths of clinical experience perceived the relationship between their actual competence and the competence they felt was demanded of them, and how this relationship was related to their turnover intentions. Survey questionnaires were distributed to 1,377 nurses, of whom 765 returned usable completed forms. The results showed that across all the groups of clinical experience, nurses perceived the demanded competence levels to be higher than their actual competence levels. However, turnover intentions were not related to nurses’ perceptions of demanded competence and were negatively related to perceptions of actual competence. The levels of competence demanded should not be considered as threats for nurses. Improving nurses’ competence may reduce their turnover intentions.

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Hong, Mihwa, and Sujeong Han. "Relationship of Communication Competence with Caring Behavior in Clinical Nurses: The Mediating Effect of Compassion Competence." Journal of Korean Academy of Fundamentals of Nursing 28, no. 4 (November 30, 2021): 411–20. http://dx.doi.org/10.7739/jkafn.2021.28.4.411.

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Purpose: This study was done to identify the mediating effect of compassion competence on the relationship between communication competence and caring behavior in clinical nurses.Methods: A structured self-report questionnaire was used to measure caring behavior, communication competence, and compassion competence. During September 2019, data were collected from 170 nurses working at general hospitals. Data were analyzed using hierarchical multiple linear regression with SPSS for Windows version 23.0 and Hayes's SPSS process macro (version 3.5).Results: Communication skills (β=.52) and compassion ability (β=.77) were identified as important predictors of nurses’ caring behavior. These variables explained approximately 54% of the variance in nurses’ caring behavior. Compassion competence also had a total mediating effect on the relationship between communication competence and caring behavior.Conclusion: In order to enhance the caring behavior of clinical nurses, enhancing compassion competence by strengthening communication development should be considered as a strategy.

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Hutri, Inkeri, Jaana Kotila, and Hannele Turunen. "Registered nurses' competence for subarachnoid haemorrhage patients in intensive care units." British Journal of Neuroscience Nursing 18, Sup5 (October 1, 2022): S12—S16. http://dx.doi.org/10.12968/bjnn.2022.18.sup5.s12.

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Background: Patients with a subarachnoid haemorrhage (SAH) are critically ill. In Finland, most SAH patients are treated in critical care units. It is important to identify the competence of nurses working within these critical care units to ensure the care that is delivered is of high-quality. Aims: This study examined registered nurses' perceptions of their competence in providing nursing interventions to patients with a SAH in intensive care units (ICUs) in Finland. Methods: A total of 127 registered nurses who cared for SAH patients on ICUs at five university hospitals in Finland participated in this study. Quantitative, descriptive data were collected via a structured questionnaire that was developed for the study. Findings: Nurses evaluated their competence in all nursing interventions and in their ability to evaluate a patient's level of consciousness as good and very good, respectively. Nurses with a longer experience in treating SAH patients or nursing in general, evaluated themselves as more competent than nurses with less experience. Nurses had received some degree of education within their units surrounding the care of SAH patients. However, most nurses reported that they wanted to increase their level of competence. Conclusions: The reported experiences of nurses regarding caring for SAH patients or nursing in general is related to their perception of their level of competence at nursing interventions. It is highly recommended that the development and improvement of the competence of nurses is supported.

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Moussa, Mahaman, Hussain Ahmed Sofyani, Bander Hammad Alblowi, Fatchima L. Moussa, Ahmed albarqi, Hamad S. ALHarbi, Yahia Ahmad Oqdi, and Saleh Khallaf. "Evaluation of Clinical Team Competence: Case of Saudi Arabia." Global Journal of Health Science 12, no. 3 (February 24, 2020): 137. http://dx.doi.org/10.5539/gjhs.v12n3p137.

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PURPOSE OF REVIEW: High-level nurse-doctor collaboration and competence reduce average hospital duration of the patient and mortality rates. Critical care unit plays an integral role as it integrates techniques and principles for ensuring high-quality care in a dynamic work environment. This study determines the status of critical care unit professionals, particularly nurses concerning their teamwork self-assessment. The descriptive correlational study design following a quantitative research design was used. Purposive sampling was employed for selecting 143 critical care unit nurses from Al-Ansar General Hospital, Saudi Arabia. A survey using a teamwork effectiveness self-assessment questionnaire was held for collecting data, which was then statistically analyzed. RECENT FINDINGS: Findings showed a significant and positive correlation between nurses’ interests and priorities with their job functions and problem-solving abilities. It showed that the manager’s support and guidance along with the nurse’s participation in decision-making helped the nurses to resolve critical problems and make rapid decisions in critical hours. SUMMARY: Nurses’ conflict management and effective time utilization were significantly and positively correlated. This provided physical and structural opportunities, adequate education and training, and a supportive environment to overcome problems impeding teamwork effectiveness.

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Bae, Ji Yeon, and Sun Hyoung Bae. "The Effect of Clinical Nurses' Critical Thinking Disposition and Communication Ability on Patient Safety Competency." Journal of Korean Academy of Fundamentals of Nursing 29, no. 2 (May 31, 2022): 159–69. http://dx.doi.org/10.7739/jkafn.2022.29.2.159.

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Purpose: This study was conducted to identify the influence of critical thinking disposition and communication ability on patient safety competence among clinical nurses. Methods: A cross-sectional descriptive study was conducted using a self-reported questionnaire. In total, 139 nurses were recruited from a tertiary care hospital and general hospital in Gyeonggi Province. Data were collected from March 5, 2019 to March 29, 2019 and analyzed using descriptive statistics, independent t-test, one-way analysis of variance, the Scheffé test, Pearson’ correlation coefficients, and hierarchical multiple regression with SPSS version 25.0. Results: The item mean score for patient safety competence was 3.83±0.40 (range, 1~5). Clinical nurses who were female, older, had higher education, and had more clinical experiences showed higher patient safety competence. Hierarchical multiple regression analysis showed that healthy skepticism and objectivity (as subscales of clinical thinking disposition) and communication ability explained 28% and 3% of variance in patient safety competence; the model predicted approximately 38% of the variance in patient safety competence (F=6.69, p<.001). Conclusion: Clinical nurses’ patient safety competence was associated with healthy skepticism and objectivity, among the subscales of clinical thinking disposition, and communication ability. These were also found to be the major factors that influenced patient safety competence. Thus, it is necessary to develop educational programs to improve clinical nurses’ critical thinking disposition and communication skills.

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Tilley, Donna Scott, Patricia Allen, Cathie Collins, Ruth Ann Bridges, Patricia Francis, and Alexia Green. "Promoting Clinical Competence: Using Scaffolded Instruction for Practice-Based Learning." Journal of Professional Nursing 23, no. 5 (September 2007): 285–89. http://dx.doi.org/10.1016/j.profnurs.2007.01.013.

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Cheng, Ching-Yu, Hsiu-Min Tsai, Chia-Hao Chang, and Shwu-Ru Liou. "New Graduate Nurses’ Clinical Competence, Clinical Stress, and Intention to Leave: A Longitudinal Study in Taiwan." Scientific World Journal 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/748389.

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This longitudinal research study aimed to develop a pregraduation clinical training program for nursing students before graduation and evaluate its effect on students’ self-perceived clinical competence, clinical stress, and intention to leave current job. A sample of 198 students returned the questionnaires before and after the program. They were followed up at 3, 6, and 12 months after graduation. Results showed that posttest clinical competence was significantly higher than pretest competence, positively related to clinical competence at 3 and 12 months, and negatively related to clinical stress at 3 months. The clinical competence at 3 months was positively related to clinical competence at 6 and 12 months, and clinical competence at 6 months was related to intention to leave at 12 months. Intention to leave at 6 months was positively related to intention to leave at 3 and 12 months. Clinical stress at 3 months was positively related to clinical stress at 6 and 12 months, but not related to intention to leave at any time points. The training program improved students’ clinical competence. The stressful time that was correlated with new graduate nurses’ intention to leave their job was between the sixth and twelfth months after employment.

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Ma, Li-Li, Hui Jiang, and You-Qing Peng. "Cultural competence of nurses in Pudong New Area, Shanghai: a mixed-method study." Frontiers of Nursing 7, no. 2 (July 14, 2020): 119–28. http://dx.doi.org/10.2478/fon-2020-0030.

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AbstractObjectiveCultural competence has gradually attracted attention from many countries, including China. This study was undertaken to determine the cultural competence of registered nurses in Shanghai, China, and to identify the cultural competence among registered nurses in Pudong New Area, Shanghai.MethodsQualitative interviews were conducted in combination with a quantitative survey. Fifteen clinical nurses were interviewed, and 1088 clinical nurses were recruited for the survey with cultural competence scale for registered nurses, based on the results of the qualitative and quantitative studies.ResultsThe overall level of cultural competence among registered nurses in Shanghai's Pudong New Area was moderate. Among the seven dimensions, cultural encounter had the highest score, followed by cultural practice, cultural awareness, cultural desire, cultural skill, cultural experience, and cultural knowledge. Age, level of hospital care, mastery of secondary level, and studying overseas were the influencing factors.ConclusionsHospitals and universities should be aware of the importance of studying cultural competence. Cultural competence-related courses should be increased, and various forms of training should be undertaken to enhance the interest of nurses.

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Kendall-Raynor, Petra. "Agency nurses to face tighter checks on clinical competence." Nursing Standard 24, no. 39 (June 2, 2010): 5. http://dx.doi.org/10.7748/ns.24.39.5.s3.

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Lee, Hyea-Kyung. "Converged Influencing Factors on Compassion Competence in Clinical Nurses." Journal of the Korea Convergence Society 6, no. 5 (October 31, 2015): 15–22. http://dx.doi.org/10.15207/jkcs.2015.6.5.015.

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Gok Metin, Zehra, and Hatice Pars. "Knowledge and Clinical Competence of Nurses Regarding Enteral Nutrition." Topics in Clinical Nutrition 35, no. 2 (2020): 104–15. http://dx.doi.org/10.1097/tin.0000000000000217.

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Shin, Youn-Wha, Haejung Lee, and Yeonjung Lim. "Predictors of the Clinical Competence in New Graduate Nurses." Journal of Korean Academy of Nursing Administration 16, no. 1 (2010): 37. http://dx.doi.org/10.11111/jkana.2010.16.1.37.

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Inusa, Baba PD, Corrina Macmahon, Laura Sainati, Raffaella Colombatti, Maddalena Casale, Patrizia Rampazzo, Silverio Perrotta, and Soundrie Padayachee. "An Educational Study Promoting the Delivery of TCD Screening in Paediatric Sickle Cell Disease: A European Multi-Centre Perspective." Blood 134, Supplement_1 (November 13, 2019): 2172. http://dx.doi.org/10.1182/blood-2019-130390.

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Background: Recent studies on the impact of migration on the geographical distribution of the HbS allele have highlighted sickle cell disease (SCD) as a global public health issue. Although considered a "rare disease" due to its global frequency in the 28 countries of the European Union, SCD is the most common genetic disease in France and the United Kingdom and its frequency is steadily rising in many other countries of central and southern Europe. At present, less than 50% of children with SCD have access to TCD screening in the USA and Europe. Most centers use the non-imaging approach, as described in the STOP trials, which is a "blind technique" where there is no guiding anatomical information and thus relies heavily on operator experience. Some centers now use imaging TCD which provides anatomical information enabling the Circle of Willis to be visualized and so facilitates identification of the basal cerebral arteries and orientation of the Doppler beam when acquiring blood velocities. The primary study objective was to determine the effectiveness of the modular training program in achieving the high level of scanning competency described in the STOP trial, irrespective of practitioner background and when using either non-imaging or imaging TCD. Methodology. The modular TCD training program was developed at the training center in London and delivered to trainees at all three centers (London-UK, Padova-Italy and Dublin, Ireland). The program comprised of a 2-day instructional course covering theory and practical aspects of TCD and incorporated significant hands-on instruction. This was followed by trainees scanning at their own hospital until they had collected a log book of at least 40 scans (within a one year period), after which a scan review and competency evaluation was performed. Results.Modular training program.Nine training courses were held (six in England, one in Ireland and two in Italy); these were attended by a total of 51 trainees (Table 1). Approximately half the trainees (45%) successfully completed the competency evaluation, 20 were still in training, two of whom had failed the assessment and eight withdrew from the program due to problems with local funding for staff or equipment. The ten trainees with an ultrasound background (clinical scientists) were able to acquire TCD skills rapidly as demonstrated by the high pass rate. The findings were more variable in the clinician group (pediatricians and nurses) with five requiring refresher courses and twelve failing to complete the minimum annual scan number (forty) due to small local sickle populations. Comparative analysis of TCD data obtained before and after training.A total of 555 patients were included in this study; 181 patients at Center 1 (52 males, mean age 7.9±3.8 (range 2-15.4 years), genotypes: 134 HbSS, 39 HbSC, 8 HbSβ thalassemia), 194 patients. Center 2 (53 males, mean age 7.4±3·2 (range 2-15.1 years), genotypes: 158 HbSS, 32 HbSC, 4 HbSβ) and 154 patients at Center 3 (50 males, mean age 6.4±3.5 (range 2-15.1 years), genotypes: 154 HbSS, 10HbSC, 16 HbSβ thalassemia). There was no significant difference in gender distribution (Chi-Square=0.313, p=0.85), but more young patients were recruited in Center 3 (ANOVA, F=8.9, p<0.001), more HbSC patients in Centers 1 and 2 and more Sβ thalassemia patients in Center 3 (Chi-Square=21.0, p<0.001).Conclusion: Diagnostic vascular ultrasound is highly operator-dependent; hence training and competency validation are essential in producing skilled TCD operators. The modular training program described here was effective in ensuring standardized TCD technique, irrespective of professional background. In this multi-center study TCD velocity measurements and STOP classification were consistent, irrespective of TCD mode and European country. We believe that this is the first modular training program that has demonstrated efficacy when delivered in different European countries. Delivery of this program in areas where TCD is under-provided will augment the number of trained TCD operators, thus facilitating access to specialist diagnostic services. This will have a significant impact on public health across Europe where SCD patients are increasing due to migration. Competency and quality assurance (QA) are important components of such a screening program; further work is in progress to develop an achievable QA program for ongoing regulation of this screening program. Disclosures Colombatti: AddMedica: Consultancy; Novartis: Consultancy; Global Blood Therapeutics: Consultancy.

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Lakanmaa, Riitta-Liisa, Tarja Suominen, Marita Ritmala-Castrén, Tero Vahlberg, and Helena Leino-Kilpi. "Basic Competence of Intensive Care Unit Nurses: Cross-Sectional Survey Study." BioMed Research International 2015 (2015): 1–12. http://dx.doi.org/10.1155/2015/536724.

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Critical care patients benefit from the attention of nursing personnel with a high competence level. The aim of the study was to describe and evaluate the self-assessed basic competence of intensive care unit nurses and related factors. A cross-sectional survey design was used. A basic competence scale (Intensive and Critical Care Nursing Competence Scale version 1, Likert scale 1–5, 1 = poor and 5 = excellent) was employed among Finnish intensive care unit nurses (n=431). Intensive care unit nurses’ self-assessed basic competence was good (mean 4.19, SD 0.40). The attitude and value base of basic competence was excellent whereas experience base was the poorest compared to the knowledge base and skill base of intensive and critical care nursing. The strongest factor explaining nurses’ basic competence was their experience of autonomy in nursing care (Fvalue 60.85,β0.11, SE 0.01, andP≤0.0001). Clinical competence was self-rated as good. Nurses gave their highest competence self-ratings for ICU patient care according to the principles of nursing care. The ICU nurses also self-rated their professional competence as good. Collaboration was self-rated as the best competence. In basic and continuing education and professional self-development discussions it is meaningful to consider and find solutions for how to improve nurses’ experienced autonomy in nursing.

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Lim, Dong Hee, and Myoung Ju Jo. "Influence of Nurses’ Attitude toward Disaster Preparedness and Clinical Competence on Disaster Preparedness Competence." Crisis and Emergency Management: Theory and Praxis 15, no. 12 (December 30, 2019): 47–58. http://dx.doi.org/10.14251/crisisonomy.2019.15.12.47.

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Mareno, Nicole, Patricia L. Hart, and Lewis VanBrackle. "Psychometric Validation of the Revised Clinical Cultural Competency Questionnaire." Journal of Nursing Measurement 21, no. 3 (2013): 426–36. http://dx.doi.org/10.1891/1061-3749.21.3.426.

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Background and Purpose: Growing diversity in health care requires culturally competent care. Assessing nurses’ cultural competence is the first step in designing cultural competency education. The Clinical Cultural Competency Questionnaire (CCCQ) is one instrument to assess nurses’ cultural competence. Methods: The psychometric properties and factor structure of the revised CCCQ-PRE (CCCQ-PRE-R) for nurses was examined. Results: A 1-factor solution was noted for the knowledge and skills subscales. A 2-factor solution was discovered for the comfort and awareness subscales: differentiating between comfort in dealing with positive and negative cross-cultural encounters/situations, and differentiating between importance awareness and self-awareness. Cronbach’s alpha coefficients were high for all subscales. Conclusions: The findings support the use of the revised CCCQ-PRE-R with nurses. Further testing in larger, more diverse nursing populations is warranted.

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Zarei, Bahare, Mohaddeseh Salmabadi, Alireza Amirabadizadeh, and Seyyed Abolfazl Vagharseyyedin. "Empathy and cultural competence in clinical nurses: A structural equation modelling approach." Nursing Ethics 26, no. 7-8 (February 25, 2019): 2113–23. http://dx.doi.org/10.1177/0969733018824794.

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Background: Forgiveness has the potential to resolve painful feelings arising from nurse–patient conflicts. It would be useful to evaluate direct and indirect important factors which are related to forgiveness in order to design interventions that try to facilitate forgiveness. Aim/objective: The purpose of this study was to evaluate the intermediating role of empathy in the cultural competence–forgiveness association among nurses using structural equation modeling. Research design: The research applied a cross-sectional correlational design. Participants and research context: The study included 380 nurses eight hospitals in southern Iran. Ethical considerations: The Ethics and Research Committee of Birjand University of Medical Sciences approved the study protocol. The voluntary nature of participation was explained consent was obtained from participants, and anonymity was guaranteed. Findings: Most of the participants were married and female and fell in the 20- to 30-year-old category. Most of them (89.5%) had a working experience of 1–10 years. The proposed model showed that nurses’ empathy intermediated the association between nurses’ cultural competence and forgiveness which has fitted the data acceptably (root mean square error approximation = 0.070; comparative fit index = 0.993; goodness-of-fit index = 0.983; and χ2/df = 2.85). Conclusion: Empathy skills and cultural competence training were essential for interventions aimed at increasing the tendency to forgive patients. In such interventions, planners should aim at increasing nurses’ cultural competence in order to enhance their empathy toward patients, which can, in turn, lead to a greater wish to forgive patients.

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Finnbakk, Elisabeth, Kirsti Skovdahl, Sigrid Wangensteen, and Lisbeth Fagerström. "“It's Not for Amateurs!”—Registered Nurses' Experiences of Their Clinical Competence When Caring for Elderly Patients." International Journal for Human Caring 24, no. 3 (September 1, 2020): 184–95. http://dx.doi.org/10.20467/humancaring-d-19-00044.

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Nurses' clinical competence is crucial to ensure that elderly, frail patients in nursing homes are met with high-quality nursing care. Thus, this study aimed to disclose the essential meaning of registered nurses' experiences as related to their clinical competence when caring for elderly patients with complex health needs in nursing homes. Focus group interviews and a phenomenological hermeneutical analysis were conducted revealing that the nurses balanced between being and striving to be competent. The utterance “It's not for amateurs!” symbolized that if nurses are not clinically competent or hindered from acting competently, they may be at risk for moral distress.

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Davies, Nigel, and Dinah Gould. "Updating cardiopulmonary resuscitation skills: a study to examine the efficacy of self-instruction on nurses' competence." Journal of Clinical Nursing 9, no. 3 (May 2000): 400–410. http://dx.doi.org/10.1046/j.1365-2702.2000.00389.x.

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Gopee, Neil. "Assessing student nurses' clinical skills: The ethical competence of mentors." International Journal of Therapy and Rehabilitation 15, no. 9 (September 2008): 401–7. http://dx.doi.org/10.12968/ijtr.2008.15.9.30827.

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Park, Jin-Ah, and Bog-Ja Kim. "Critical Thinking Disposition and Clinical Competence in General Hospital Nurses." Journal of Korean Academy of Nursing 39, no. 6 (2009): 840. http://dx.doi.org/10.4040/jkan.2009.39.6.840.

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Charette, Martin, Lisa G. McKenna, Marie‐France Deschênes, Laurence Ha, Sophia Merisier, and Patrick Lavoie. "New graduate nurses’ clinical competence: A mixed methods systematic review." Journal of Advanced Nursing 76, no. 11 (September 2020): 2810–29. http://dx.doi.org/10.1111/jan.14487.

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Journal articles on the topic 'Clinical Competence Nurses' Instruction'

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