Assessment Practices of Student’s Clinical Competences in Nurse Education

Perceived clinical competence and predictive role of time management in nursing students

AIM/OBJECTIVE

The purpose of this study was to determine the association between perceived clinical competence and time management among nursing students.

BACKGROUND

Given the close relationship between clinical competence and nursing care quality, it is important to investigate the nursing students' status in relation to the acquisition of nursing skills. Time management also as a framework for planning, setting goals, prioritizing goals and activities can be regarded as an important factor contributing to the clinical competence of nursing students.

DESIGN

A cross-sectional and correlational study SETTINGS/PARTICIPANTS: This study included 221 undergraduate nursing students in Ahvaz Jundishapur University of Medical Sciences in Iran in the 2022-2023 academic year.

METHOD

The data were collected online through a demographic information questionnaire, the clinical competency inventory, and the time management questionnaire.

RESULTS

Students' mean scores for the clinical-competency, and time management were 120.38 ± 22.15, and 77.91 ± 15.15, respectively. Regression models showed that overall time management (β = 0.454, p < 0.001) and interest in the field of nursing (β = 0.171, p = 0.004) were predictors for overall clinical competence in nursing students. This model explained 25 % of the variance in clinical competence (F= 38.707, p < 0.001).

CONCLUSION

Time management can affect nursing students' competence in providing quality nursing care to patients. Therefore, it seems that holding training workshops on time management skills for nursing students can be an effective and pioneering step in improving these skills.

Assessment of core teaching competency of health professional educators in Ethiopia: an institution-based cross-sectional study

OBJECTIVES

Understanding the competency of educators is key to informing faculty development, recruitment and performance monitoring. This study aimed to assess the core teaching competency of nursing, midwifery and biomedical educators, and associated factors in Ethiopia.

DESIGN

An institution-based cross-sectional study was conducted in January 2020 using structured tools adapted from the WHO's nurse and midwifery educator competency frameworks.

SETTING

Two health science colleges and nine student practice sites in Ethiopia.

PARTICIPANTS

All classroom instructors and clinical preceptors of nursing, midwifery and biomedical technician training programmes, and all the graduating class students.

MEASURES

Overall teaching competency scores, teaching domain competency scores, competency gaps and performance gaps of educators were outcome measures. Past training on teaching skills courses, teaching experiences and sociodemographic characteristics of educators are associated factors.

RESULTS

Most educators were not trained in teaching methods (82%). The teaching competency scores of classroom instructors and clinical preceptors were 61.1% and 52.5%, respectively. Competency gaps were found in using active learning methods, performance assessment, feedback and digital learning. Professional background of classroom instructors had a significant and strong association with their competency score (p=0.004; V=0.507). Age and teaching experience of clinical preceptors had significant associations with their competency score (p=0.023 and p=0.007, respectively) and had strong associations (V=0.280 and 0.323, respectively). Sex of students and their perceptions of how well the educators give education resources had a significant and strong association (p<0.001; V = 0.429).

CONCLUSIONS

Nursing, midwifery and biomedical educators lacked the competency to undertake important teaching roles, which could contribute to the low quality of education. More attention should be given to strengthening faculty development.