Geriatric nursing competence of clinical nursing staff at different hospital levels in Chongqing,China:A cross-sectional study

Objectives:This study aimed to survey the geriatric nursing competencies of clinical nursing staff in Chongqing City,China,and provide suggestions to enhance these competencies.Methods:This study was conducted in 204 hospitals in Southwest China from December 24,2022 to January 7,2023.The“Geriatric Nursing Competence of Clinical Nurse Investigation Tool”was used to explore factors that influence geriatric nurses’competencies via stratified sampling.The survey was conducted by distributing and collecting questionnaires through the online platform Wenjuanxing.Results:A total of 10,692 nurses answered the questionnaires.Of these questionnaires,9,442 were valid.The total geriatric nursing competence score of the clinical nursing staff was 2.29±0.81,the secondary hospital score was 2.23±0.78,and the tertiary hospital’s overall mean score was 2.33±0.83.The factors that influenced secondary hospitals included the department of medicine,age of nurses and total length of career(P<0.05).The factors that influenced tertiary hospitals included the department of medicine,age of nurses,nurses’professional title,and geriatric practical advanced nurses’certification(P<0.05).Conclusions:Geriatric nursing competence among clinical nursing staff is imbalanced at a lower-middle level and is influenced by various factors.Thefindings highlight the need for further clinical training in geriatric nursing.The training of geriatric nurses should focus on necessary clinical skills and on preparing them to adequately manage comprehensive geriatric syndromes.

Clinical competency:perceptions of nursing interns and clinical mentors

Objective:To assess the clinical competency of nursing interns and the perception of clinical nurse mentors toward student nurses'clinical competency.Methods:A study was carried out among 104 nursing interns and 26 clinical nurse mentors using the purposive sampling technique.A self-repor ted perception scale was used to collect the data.Results:In general,most nursing interns perceived themselves as clinically competent during the internship.The clinical nurse mentors too repor ted that the current internship is helping the nursing interns in becoming competent.Conclusions:Frequent clinical evaluation,buddy system,provision of stipends,good leadership,and coordination between the academic institute and hospital are repor ted as the critical motivating factors for improving the clinical competency of student interns.

Core competencies and perceived training needs of nurses in the background of Internet plus nursing service:a qualitative descriptive study

Background:The Internet plus nursing service program is being piloted in China,which has become a new home nursing service model led by nurses.To enable safe and effective homecare service delivery,nurses working in the program need a high level of competency.However,the content of these core competencies and the training needs of nurses for Internet plus nursing services are still unknown.Aim:To describe nurses’perceptions of core competencies and training needs to work in the Internet plus nursing service program,thereby providing a reference for the development of training programs.Methods:A qualitative descriptive study using semi-structured interviews was conducted on 15 nurses with experience of working in the Internet plus nursing service program.Interviews were audio-recorded and transcribed verbatim,and the data were analyzed using thematic analysis.Results:Core competencies involved comprehensive assessment competence,direct care practice competence,health education and consulting competence,risk estimation and response competence,and communication competence.Training needs involved complex operational items,knowledge of chronic disease management,professional communication,risk identification and response,nursing standards,norms,and procedures,and utilization of information technology.Conclusions:The training system may be developed based on nurses’core competencies and their training needs to promote professional development of the Internet plus nursing service.

Analysis of The Impact of The Healthcare Roundtable Model on the Major Disease Perceptions and Competencies of Cardiovascular Medicine Nursing Staff

Objective: To analyze the impact of the healthcare roundtable model on the major disease perceptions and competencies of cardiovascular nursing staff. Methods: Forty female nursing staff working in the hospital from April to June 2023 were selected and were randomly divided into a control group and an observation group, with 20 in each group. For 60 days, the control group used the conventional learning and communication model and the observation group used the medical and nursing roundtable model. The cognitive scores of cardiovascular disease-related knowledge, competency scores, and satisfaction with the learning and communication model before and after the implementation of the model in both groups were compared. Results: After the implementation, the cognitive scores related to cardiovascular disease-related knowledge, competency scores, and satisfaction with the learning and communication model in the observation group were significantly higher than those in the control group (P < 0.05). Conclusion: The healthcare roundtable model improved the knowledge and competence of cardiovascular internal medicine nursing staff in major diseases, and it is worth popularizing.

A Study on Aligning Nursing Curriculum with Hospital Clinical Competency Requirements

The purpose of this study is to coordinate the alignment between the nursing curriculum and hospital clinical competencies,identify the reasons for the gaps,evaluate the impact of these gaps on the nursing profession,and propose strategies to bridge these gaps.This study will help strengthen nursing education,improve nursing students’skills,and help students adapt to complex clinical environments.

Analysis on nursing competence and training needs of dementia caregivers in long-term care institutions

Objective:It is aimed to investigate the nursing competence and corresponding influence factors of dementia caregivers in long-term care institutions of Tianjin and identify the training needs of caregivers.Methods:In the cross-section survey of this study,246 dementia caregivers were selected from 6 long-term care institutions in Tianjin as objects of study through convenient sampling.Results:The scores for nursing competence of dementia caregivers were 140.28±7.73,at a moderate level.Study findings that nursing competence of dementia caregivers were positively associated with the work experience(β=0.115,P=0.005),educational level(β=0.333,P<0.01),pervdceived health status(β=0.108,P=0.003)and training times within 1 year(β=0.371,P<0.01).Through the analysis,it is found that the training needs of dementia caregivers are inconsistent with the current situation in terms of content,methods and teachers.There are some problems in the training,such as unreasonable time,single mode and not deepening the understanding of the elderly with dementia.Conclusion:Long term care institutions shall arrange training no less than 12 times a year and evaluate training needs regularly to improve training effect.Providing online and offline training and adding more specialized contents like case analysis,employing experts in the field of dementia to teach courses.

Effectiveness of experiential teaching method on the development of nursing students’skill competence:a systematic review and meta-analysis

Objective:Skill competence is essential for nursing students and experiential teaching method has become increasingly popular in China’s nursing education.To systematically evaluate the effects of experiential teaching method on the development of nursing students’skill competence,and to provide evidence for nursing education.Methods:The China National Knowledge Infrastructure,VIP,Wanfang Data,PubMed,and Web of Science databases were searched from their inception until November 28,2019.We screened the studies according to inclusion and exclusion criteria,extracted the data,and assessed the quality.Then,a meta-analysis was conducted.Results:Totally 15 studies were included,and 1,633 nursing students were analyzed by Review Manager5.3 and Stata15.1 software.The results show that the experiential teaching method can significantly improve nursing students’nursing skills such as training(SMD=1.05,95%CI:0.95–1.16,P=0.000),learning interest(ES=0.93,95%CI:0.79–1.06),ability to analyze and solve problems(ES=0.75,95%CI:0.55–0.94),ability to judge and innovative thinking(ES=1.01,95%CI:0.77–1.25),abilities of understanding and perception(ES=0.59,95%CI:0.34–0.83),and teaching satisfaction(ES=1.26,95%CI:1.13–1.4).Conclusions:The results suggest that the experiential teaching method is more effective for the nursing students’skill competence than traditional teaching in China.However,due to the heterogeneity and bias risk,a large sample and high-quality studies are needed in future to confirm its effectiveness.

Relationship of Clinical Nursing Competence to Nursing Occupational Experience in Hospice/Palliative Care Nurses in Japan

Aim: The purpose of this research is to examine the relationship between the clinical nursing competence and nursing occupational experience in hospice/palliative care nurses (HPN) in Japan. Methods: A mail survey using an anonymous self-administered questionnaire was conducted on clinical nursing competence regarding communication, care and prediction of worsening of symptoms with the authors’ previous research as a framework. The subjects were nurses working in hospice/palliative care units in Japan, and the period of survey was January to February, 2014. Results: In this study, the relationship between the clinical nursing competence and nursing occupational experience of HPNs in hospice/palliative care which was clarified in the authors’ previous research was examined. The results showed that the amount of clinical nursing experience as a nurse was related to clinical nursing competence in the care of end-of-life patients and worsening of symptoms. The abundance of specialized nursing experience was also related to clinical nursing competence in communication in addition to care and prediction of worsening of symptoms. Training experience was also shown to be effective for hospice/palliative care. Conclusion: From these results, clinical nursing competence of HPNs in care of end-of-life patients and prediction of worsening of symptoms are possibly learned through the accumulation of clinical nursing experience as a nurse. However, HPN’s clinical nursing competence in communication was suggested to be developed through nursing practice in hospice/palliative care.

Examination of a Benchmark for Ethical Care Competence in Basic Nursing Education

Objectives: With rapid advancements in medical care, nurses are confronted with ethical issues on a daily basis. If new nurses are introduced to the clinical setting without having acquired sufficient ethical judgment skills in basic nursing education, they are unable to respond to the ethical dilemmas they face. This results in learned helplessness, which can lead to burnout and turnover. Therefore, it is imperative to develop educational programs where there is a natural progression from basic to continuing nursing. Therefore, in this study, we conducted a nationwide survey using the Nursing Student Care Ethical Competence Scale to present a benchmark for the assessment of this skill and facilitate continuity in nursing education. Methods: From February to March 2019, we conducted a questionnaire survey of 4930 final-year nursing students enrolled in nursing colleges, junior colleges, and technical schools nationwide. The survey consisted of 29 items on ethical behavior, 26 items on ethics knowledge, and seven items on personal attributes. For the analysis, we calculated percentiles for the five standards of nursing students’ ethical care competence: safe care provision, respecting self-determination, protecting personal information, providing the best care, and upholding patients’ dignity. Results: Responses were obtained from 1505 nursing students (collection rate 30.5%, valid response rate 30.5%). The 80th percentile (minimum value-maximum value) was 128 (38 - 145) points for the ethical competence of nursing students, 37 (11 - 40) points for safe care provision, 28 (4 - 31) points for respect for self-determination, 23 (5 - 25) points for protection of personal information, 23 (5 - 25) points for best care provision, and 13 (3 - 15) points for respect for personal dignity. Discussion: The 80th percentile was established as the benchmark for ethical care competence. Conclusion: Based on these criteria, nursing students can objectively assess their ethical behavior, allowing them to understand their strengths and weaknesses, articulate their challenges, and learn autonomously.

Transversal Competences and Clinic Tutorship: Appreciation by Graduated Nursing Specialists

Background: Transversal competences are included in the United Nations Organization 2030 Agenda for the formation of staff professional in higher education, having disciplinary and transversal skills to develop individual, professional, social, and entrepreneurship at present time, creative individuals being able to solve social problems via collaboration. The aim was to evaluate the transversal competences developed by graduates, specialists in nursing with the accompaniment of clinic tutorship. Methods: Qualitative, phenomenological, and interpretative research. The informants were seven graduates from the Unique Program of Nursing Specialties (UPNS), from the National Autonomous University of Mexico (UNAM), one participant from each knowledge field: Nursing in the Elderly, Public Health, Neurology, Physical and Sports Culture, Oncology, and two participants from Adult in Critical Condition. Information collection was through a focal group, and data analysis according to the principles of Souza Minayo. Signed informed consent was obtained previously. Results: Five categories with 24 sub-categories emerged. Category 1, Student’s perception on clinic tutorship specialty. Category 2, Competences promoted by clinic tutorship according to student’s experience. Category 3, Experiences about clinic tutorship planning. Category 4, Challenges faced by the student in the evaluation of clinic tutorship. Category 5, Opportunity fields in clinic tutorship from students’ experiences. Conclusion: Graduate students from the specialties describe transversal competences related with decision taking, collaborative work, and increase of population welfare, as well as generic disciplinary competences. The analogy of a social hinge between the clinic tutor and the student is highlighted, which allows to identify mobile and fixed components while the bolt that binds mentor with mentee is learning, by means of the accompaniment by an expert. .

Concept Analysis of Ethical Competence of Nursing Students and Nurses

[Aim] This study aimed to conduct a concept analysis and clarification of ethical competence of nursing students and nurses, and further clarify the components. [Method] Rodger’s concept analysis method was used. A literature search was conducted using the ICHUSHI database, MEDLINE, and CINAHL databases. The keywords included in the search were ethical competence. A total of 24 published articles were analyzed. [Results] As a concept of ethical competence among nursing students and nurses, five categories of [ethical sensitivity], [ethical reasoning], [ethical decision making], [ethical practice], [ethical reflection], obviously became. As a component, two categories of antecedent factors and three categories of consequences were identified. I defined ethical competence in nursing students and nurses, “including nursing students and nurses thinking processes and nursing practice and reflection to solve ethical problems Behavioral characteristics”. [Conclusion] Review of nursing practice from an ethical perspective [ethical reflection] is indispensable for clarifying self-tasks and deepening better nursing practice.

A preliminary multicultural nursing competence instrument for assessing undergraduate student nurses

Purpose:To develop a multicultural nursing competence instrument for use in assessing undergraduate student nurses(SNs).Methods:This study enrolled 322 student nurses(SNs)employed at five hospitals in Hunan Province.The nurses were identified by the cluster sampling method.The items on the competence instrument were retained or deleted after analyzing their coefficient of variation,coefficient of correlation with the total score,t-test results.Reliability tests and correlation analysis were used to examine internal consistency,while exploratory factor analysis was used to determine construct validity.Results:After analyzing items,the final multicultural nursing competence instrument comprised a total of 49 items that evaluated five dimensions.The instrument showed good overall reliability(0.958),and the internal consistency of the five dimensions ranged from 0.884 to 0.952.Furthermore,the correlations among the five dimensions were statistically significant(P<0.01).An exploratory factor analysis of the five dimensions showed that five items incorporated aspects of cultural cognition(factor loading range,0.824-0.888),five items incorporated aspects of cultural attitude(factor loading range,0.629-0.815),twentytwo items involved cultural knowledge(factor loading range,0.587-0.792),seven items incorporated aspects of cultural skills(factor loading range,0.743-0.860),and 10 items involved cultural encounters(factor loading range,0.522-0.909).Conclusion:The multicultural nursing competence instrument for SNs demonstrated good reliability and validity,and can be utilized in nursing education programs and research.

Use of a National Clinical Final Examination in a Bachelor’s Programme in Nursing to Assess Clinical Competence—Students’, Lecturers’ and Nurses’ Perceptions

Objective: The objective of this study was to evaluate the perceptions of students, lecturers, nurses and clinical lecturers regarding the ability of the National Clinical Final Examination (NCFE) to assess clinical competence, and whether the assessment was consistent with the qualifications for a Bachelor of Science in Nursing as outlined by the Swedish Higher Education Authority. The NCFE is divided into two parts (written and bedside) and aims to evaluate third-year nursing students’ clinical competence. Methods: Data were collected at 10 universities using study-specific questionnaires. The total response rate was 84% (n = 1652). Results: The clinical lecturers indicated that there was a need for improvement in the written part of the examination in order to adequately assess clinical competence. Regarding the bedside part the clinical lecturers, nurses and students perceived that the bedside part of the examination assessed whether the student had the clinical competence required by a newly registered nurse. Conclusion: The two-part examination described in this study was perceived as useful for assessing clinical competence and for the qualification requirements for a Bachelor of Science in Nursing as outlined by the Swedish Higher Education Authority. However, especially the written part requires further development. The model and form of assessment ought to be applicable to graduate nursing programme internationally.

The Effect of Simulation-Based Training on Nursing Students’ Communication Skill, Self-Efficacy and Clinical Competence for Nursing Practice

Background: Simulation-based training is a new strategy in teaching that gives the students good opportunities to learn and apply what they learn in nursing care safely. Aim: This study conducted to evaluate the effects of simulation-based training on nursing students’ communication skill, self-efficacy and clinical competence in practice. Subjects and Methods: Quiz-experimental design was used in this study (pre-posttest intervention), it was carried out on 100 nursing students first semester in 2019 using low and high-fidelity simulators. This study was carried out at College of Applied Medical Sciences-Bshia University. Data Collection: demographic data, communication skill, self-efficacy and clinical competence questionnaires. Analysis is done by SPSS version 20 software. Results: Participants who received the simulation-based training, showed statistical significant improvement in communication skill, self-efficacy, and clinical competence scores after participation in the simulation program (t = &#8722;32.64, p = 0.001;t = &#8722;19.9, p = 0.001;16.4, p = 0.001). Also, there are significant relation between gender and clinical competency (t = 2.768, p Conclusion: Simulation-based training in medical courses is effective in enhancing communication skill, self-efficacy and clinical competence. Multiple-patient simulations as a teaching-learning strategy in the nursing curriculum are highly recommended.

The competence of nursing students to prevent pressure injury - ascoping review

Objective: The purpose of the present study is to review the existing literatures to understand the competency ofnursing students to prevent the pressure injury. Methods: Arksey and O'Malley’s scoping review framework havebeen applied to understand the competency of nursing students on pressure injury prevention. A variety ofdatabases have been searched in this study, including PubMed, EMBASE, Web of Science, Cochrane Library,CNKI, Wanfang databases. Results: A total of 17 articles were selected and three main themes were summarized:“Knowledge and Attitude”, “Preparation” and “Educational situation and needs”. Conclusion: Although theattitudes towards pressure injuries were positive, the knowledge of nursing students on preventing pressure injurywas insufficient and their consciousness was weak. The controversy of the readiness of nursing students to preventpressure injuries has existed for a long time. Nursing students were severely lacking in pressure sore educationcourses and needed better education methods and more clinical practice opportunities.

Nursing in a Globalized World: Nursing Students with International Study Experience Report Higher Competence at Graduation

Due to globalization, there is a need for nurses with skills and competence in providing safe, competent and culturally appropriate care. The aim of the study was to investigate whether International Study Experiences (ISE) in other countries during basic nursing education had an impact on newly graduated nurses as regards to self-reported competence. Moreover, a second aim was to explore what background factors that facilitated or constituted a hindrance for nursing students to choose to conduct part of their basic nursing education abroad. At 11 Universities/University Colleges (henceforth called Higher Education Institutions [HEIs]) in Sweden, 565 nursing students responded to the Nurse Professional Competence (NPC) Scale. Students with ISE rated their competence significantly higher on three NPC competence areas—“Legislation in nursing and safety planning”, “Leadership and development of nursing” and “Education and supervision of staff/students”. Background factors that significantly seemed to enhance ISE were living alone, not having children or other commitments in relation to family, international focus at the HEI and previous international experience. Lack of financial means was reported to prevent students from choosing ISE. The study implies that several background factors are of importance whether students choose ISE or not. ISE during basic nursing education might result in better self-reported competence in leading and developing nursing care, including education of future nurses, and in providing safe care.

Necessity for disaster-related nursing competency training of emergency nurses in China

Purpose::Discuss on the disaster-related nursing competency training of Chinese emergency nurses.Methods::By retrieving concerned literatures,summarize the current situation of disaster responses of Chinese emergency nurses and the impact factors of disaster-related nursing competencies.Results::The disaster preparedness of emergency nurses in China is at a medium level and must be improved.The impact factors include the educational degree,gender,disaster relief experience,training,and mechanisms for domestic disaster relief.Conclusion::As a direct response to disaster,emergency nurses should improve the comprehensive ability of disaster nursing by systematic disaster nursing education and professional training.

Core competence evaluation standards for emergency nurse specialist: Developing and testing psychometric properties

Introduction:Nurse specialists are being cultivated and trained in China to cope with the international development of nursing discipline.However,an empirical summary and reviews of literature have shown a lack of core competence evaluation standards for emergency nurse specialists(ENSs)in China.ENS training has been conducted in several regions without any effective competence evaluation standards.This paper describes the development and psychometric testing of the Core Competence Evaluation Standards for Emergency Nurse Specialists(CCESENS)in the Chinese context.Methods:Several rigorous research methods were applied.The proposed evaluation process consisted of two phases with seven steps.First,the Core Competence Framework Model for Emergency Nurse Specialist(CCFMENS)was established,and 118 items were generated through a review of literature,theoretical analysis,and expert interviews.Drafts of the dimensions and items were evaluated by two-round Delphi methods.Analysis hierarchy process was used to determine the weight of each dimension.Second,field testing was performed among 138 senior emergency nurses.Internal consistency and correlation analysis were applied to test the reliability and validity of the model.Results:The CCESENS consisted of five first-level dimensions,16 second-level dimensions,and 55 items.Cronbach's a coefficient of overall standards was 0.972,and each dimension ranged from 0.508 to 0.972.Expert content validity index was 0.818,and the correlation coefficients of the five first-level dimensions with the overall standards CCESENS ranged from 0.701 to 0.886(P<0.05).Discussion:The CCESENS demonstrated sound internal consistency reliability,content validity,and construct validity.The proposed standard provides an objective standard and reference for assessing,training,and evaluating core competence of ENS.

Self-directed learning readiness and nursing competency among undergraduate nursing students in Fujian province of China

Aims:We examined the relationship between self-directed learning readiness(SDLR)and nursing competency among undergraduate nursing students.Background:There is little evidence-based data related to the relationship between selfdirected learning(SDL)and nursing competency.Methods:A descriptive correlational design was used.We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice.We investigated SDL according to the SDLR scale for nursing education(Chinese translation version),and used the Competency Inventory for Registered Nurses to evaluate nursing competency.Results:The mean SDLR score of the students was 148.55(standard deviation[SD]18.46),indicating intermediate and higher SDLR.The mean score for nursing competency was 142.31(SD30.39),indicating intermediate nursing competence.SDLR had a significant positive and strong relationship with nursing competency.Conclusion:SDLR is a predictor of nursing competency.

Application of nursing core competency standard education in the training of nursing undergraduates

Purpose:To evaluate the effectiveness of nursing core competency standard education in undergraduate nursing training.Methods:Forty-two nursing undergraduates from the class of 2007 were recruited as the control group receiving conventional teaching methods,while 31 students from the class of 2008 were recruited as the experimental group receiving nursing core competency standard education.Teaching outcomes were evaluated using comprehensive theoretical knowledge examination and objective structured clinical examination.Results:The performance in the health information collection,physical assessment,scenario simulation and communication in the experimental group were significantly higher than those of the control group(p<0.05).Conclusions:Nursing core competency standard education is helpful for the training of nursing students'core competencies.