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The impact of comprehensive licensure review on nursing students' clinical competence, self-efficacy, and work readiness.

ABSTRACT: This study aims to assess the effectiveness of comprehensive licensure reviews and adaptive quizzing assignments on nursing students' clinical competence, self-efficacy, and work readiness-an under-researched topic. Additionally, it seeks to explore the mediating effect of self-efficacy in the relationship between students' clinical competence and work readiness. A quasi-experimental (pre- and post-test), single-group design was employed. The study was conducted in a public university in Saudi Arabia and included a total of 293 senior nursing students in their last year of the bachelor program. An intervention was developed based on the blueprints of the Saudi Nursing Licensing Exam and NCLEX-RN and consisted of a weekly 3-h synchronous comprehensive licensure review bundled with 23 adaptive quizzing assignments over 15 weeks. Data were collected prior to and after the intervention using three scales: clinical competence, self-efficacy, and work readiness. The mean scores of clinical competence, self-efficacy, and two subscales of work readiness (work competence and social intelligence) increased significantly post-intervention. Self-efficacy (β = 0.353, p < 0.001) and clinical competence (β = 0.251, p < 0.001) influenced work readiness (F [5, 226] = 21.03, p < 0.001) and accounted for 31.8% of the explained variability in work readiness. In the mediation analysis, clinical competence had a significant and indirect effect on work readiness through self-efficacy (B = 0.464, p < 0.001, 95% CI 0.250 to 0.699). The proportion of mediation indicated that 37.2% of the total effect of clinical competence on work readiness was due to the indirect effect of self-efficacy. Comprehensive licensure review and adaptive quizzing assignments improve students' perceptions of clinical competence and self-efficacy. Such interventions could ease the transition of senior nursing students to clinical practice.

SUBMITTER: Innab A

PROVIDER: S-EPMC11002570 | biostudies-literature | 2024 Apr

REPOSITORIES: biostudies-literature

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The impact of comprehensive licensure review on nursing students' clinical competence, self-efficacy, and work readiness.

Innab Adnan A Almotairy Monir M MM Alqahtani Naji N Nahari Ahmed A Alghamdi Reem R Moafa Hamza H Alshael Dalal D

Heliyon 20240326 7

This study aims to assess the effectiveness of comprehensive licensure reviews and adaptive quizzing assignments on nursing students' clinical competence, self-efficacy, and work readiness-an under-researched topic. Additionally, it seeks to explore the mediating effect of self-efficacy in the relationship between students' clinical competence and work readiness. A quasi-experimental (pre- and post-test), single-group design was employed. The study was conducted in a public university in Saudi A ...[more]

PMID: 38596111

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Project description:UnlabelledBackground. Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia. Objectives. This paper seeks to analyze the impact of paid work on academic performance among nursing students.Design, settings and participantscross-sectional research, involving 430 of nursing students from the National University of Colombia (N = 566). Methods. Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression. Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex. Conclusion. A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This negative impact diminishes as the student completes semesters, irrespective of the sex of the students.

Project description:IntroductionEuropean societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds.Materials and methodsA phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5-7 students took place at the participants' respective universities in Spain, Belgium, Turkey and Portugal.Results5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants' concept of culture; ethnocentricity emerged as a frequent element in the students' discourse. Theme 2, personal awareness, integrates the students' self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants' perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants' learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice.ConclusionThe participants' perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

Project description:BackgroundA clinical handover is an essential nursing practice that ensures patient safety. However, most newly graduated nurses struggle to conduct clinical handovers as they lack sufficient communication skill competence and self-efficacy in this practice. This study aimed to examine the efficacy of a blended learning programme on the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers.MethodsA randomised controlled design was used. A convenience sample of 96 final-year baccalaureate nursing students at a local university. Data were collected in 2020. Participants were randomly assigned to either an experimental group (n = 50) that received a blended learning programme with face-to-face training and an online module on handover practice, or a waitlist control group (n = 46) that received only face-to-face handover training during the study period and an online module immediately after the completion of data collection. The primary outcome was the communication skill competence and the secondary outcome was the self-efficacy of the participants in conducting clinical handovers. An analysis of covariance was used to examine the between-subjects effects on self-efficacy and communication skill competence in conducting clinical handovers after controlling for the significantly correlated variables. A paired sample t-test was used to determine the within-subjects effects on self-efficacy.ResultsThe participants in the experimental group had significantly higher communication skill competence (p < 0.001) than those in the waitlist control group. Although both groups showed a significant improvement in self-efficacy, the mean scores of the experimental group were higher than those of the waitlist control group (p < 0.001).ConclusionsThis study demonstrated the efficacy of a blended learning approach in improving the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers. Nurse educators should incorporate a blended learning approach into the nursing curriculum to optimise the content of training programmes for teaching nursing students in conducting clinical handovers.Trial registrationThe study protocol was registered in the Registration ClinicalTrials.gov ( NCT05150067 ; retrospective registration; date of registration 08/12/2021).

Project description:BackgroundInterpersonal sensitivity and self-efficacy are key psychological traits that critically impact the mental well-being and professional growth of nursing students. However, the complex interplay between interpersonal sensitivity and self-efficacy of nursing students has not been fully explored.PurposeThis study aimed to explore the complex relationship between interpersonal sensitivity and self-efficacy in nursing students using network analysis, identifying key symptoms within this network.MethodA total of 864 nursing students were recruited in this study. The Chinese Version of the Short Form of the Interpersonal Sensitivity Measure (IPSM-CS) and The New General Self-Efficacy Scale (NGSES) were used to assess interpersonal sensitivity and self-efficacy, respectively. Centrality and bridge centrality indices were used to identify central symptoms and bridge symptoms. Network stability was examined using the case-dropping procedure. The Network Comparison Test was used to investigate the network differences by gender in nursing students.ResultsThe strongest direct relation was observed between the symptoms of interpersonal sensitivity "I feel happy when someone compliments me" and "I can make other people feel happy". "I feel happy when someone compliments me" exhibited the highest node strength within the interpersonal sensitivity and self-efficacy network, followed by "If others knew the real me, they would not like me" and "I worry about being criticized for things that I have said or done". "Faced with difficult tasks, confident that it can be accomplished" exhibited the highest bridge strength, followed by "Ability to successfully overcome many challenges". The stability tests of the whole network indicated robustness.ConclusionThis study highlighted the intricate and dynamic association between interpersonal sensitivity and self-efficacy among nursing students. Identifying central and bridge symptoms can provide nursing educators with valuable insights, benefiting them in enhancing nursing students' mental health by giving positive feedback, fostering self-awareness, and reinforcing coping strategies.Clinical trial numberNot applicable.

Project description:BackgroundThe quality of nursing care in different healthcare contexts can be associated with the level of available nursing competence. Physical assessment skills are vital in nurses' assessment of patient care needs. However, in nursing education, using physical assessment skills is challenging for nursing students who struggle to apply these skills comprehensively in a clinical rotation. Therefore, this study explores changes in nursing competence, factors associated with changes after clinical rotations, and whether a Suite of Mobile Learning Tools supports changes in confident use of basic physical assessment skills.MethodsA quantitative cohort study with an explorative pre-and post-test design. During autumn 2019 and spring 2020, 72 s-year nursing students and 99 third-year students participated in the study. The Nurse Professional Competence scale short form was used to investigate students' self-reported changes in nursing competence, and a study-specific questionnaire was used to investigate students' confidence concerning performing physical assessments. The students voluntarily used the Suite of Mobile Learning Tools for the learning of physical assessment. Linear regression analysis was used to identify factors associated with changes in nursing competence after clinical rotation. The STROBE guidelines for cohort studies were followed for study reporting.ResultsAfter the clinical rotation, both student groups reported changes in nursing competence and confidence in performing physical assessment skills, with statistically significant moderate or large changes in all areas. The Suite of Mobile Learning Tools was evaluated as being useful for learning physical assessment. The regression analysis showed that confidence in performing physical assessment skills, the usefulness of the Suite of Mobile Learning Tools, and a higher nursing competence at the start of clinical rotation were positively associated with overall nursing competence.ConclusionBasic physical assessment skills are an important component of nursing competence and can be considered one of the pillars of person-centered care, as proposed by the Fundamentals of Care framework. Spaced repetition and access to digital resources are suggested pedagogical approaches to enhance student confidence in the use of assessment skills within academic and clinical contexts.

Project description:BackgroundEmbarking on a university education is a significant milestone in a person's life. However, evidence shows that many students face poor sleep quality and academic self-doubt during this period. This study aimed to determine the effect of Orem self-care interventions on sleep quality and the academic self-efficacy of nursing students.MethodsThis quasi-experimental study employed a pre-test and post-test control group design to evaluate the intervention's effects. The study was conducted between October 23 and November 10, 2023, and included 84 nursing students. The participants were randomly divided into two groups: an intervention group and a control group. The tools used were a demographic questionnaire, an Orem self-care model survey and recognition form, the Zajacova Academic Self-Efficacy Beliefs Questionnaire, and the Pittsburgh Sleep Quality Index. The experimental group's intervention, grounded in Orem's self-care model, included four sessions, each lasting 30 to 45 min. These sessions addressed self-care principles, techniques related to universal needs (like air, water, food, and excretory processes), and strategies for risk prevention while ensuring a balance between activity and rest. There were no follow-up interventions after the initial training sessions. At the end of the intervention, all students in both groups had completed the study instruments. The data was analyzed using SPSS version 26 software, which included the chi-square test, Independent-samples t-test, Mann-Whitney U test, Paired-samples t-test, and Wilcoxon signed rank test.ResultsThe results showed that before the intervention, there was no statistically significant difference in the average total sleep quality score (7.64 ± 2.48 in the experimental group versus 7.42 ± 2.74 in the control group) or academic self-efficacy (148.38 ± 12.10 in the experimental group versus 144.66 ± 10 in the control group) between the two groups. However, after the intervention, there were significant changes in the experimental group's total sleep quality score (3.80 ± 1.56) and academic self-efficacy score (170.71 ± 10.58) compared to the control group's total sleep quality score (7.80 ± 2.81) and academic self-efficacy score (149.42 ± 11).ConclusionIn other words, interventions based on Orem's self-care positively affect students' sleep quality and academic self-efficacy. Based on the results, a self-care program based on the Orem model for nursing students can improve their sleep quality and academic self-efficacy. Therefore, it is recommended that this model be used for students in educational environments.

Project description:BackgroundEthical competence is a key competence in nursing and the development of the competence is a central part in nursing education. During clinical studies, nursing students face ethical problems that require them to apply and develop their ethical knowledge and skills. Little is known about how ethical competence evolves during students' initial clinical placements. This study explored the development of ethical competence in first-year nursing students during their first clinical placements in nursing homes.MethodsThis exploratory-descriptive qualitative study used focus group interviews to collect data and a phenomenological hermeneutical method for analysis. Twenty-eight first-year nursing students participated in six focus groups. The data were collected between March and April 2024 at Oslo Metropolitan University in Norway.ResultsThe naïve reading of the data involved an awareness of the students applying their prior knowledge, modifying their prior knowledge and developing skills that allowed them to manoeuvre ethical practices that, in some cases, appeared excellent and, in other cases, grim. The structural analysis identified three themes: (i) ethical competence forges in practice, (ii) ethical competence evolves at the intersection of knowledge and skills and (iii) ethical competence unfolds through meaningful discussions. A comprehensive understanding of the data was formulated as 'Being on a journey towards ethical competence'. This presents a metaphor illustrating that nursing students embark on a journey towards ethical competence; from their point of departure, their clinical experiences forge the essential waypoints along their path, knowledge and skills fuelling their navigation in rugged terrain towards their destination.ConclusionsNursing students' ethical competence evolved in intricate ways during their initial clinical period. Being informed bystanders or participants in the care of nursing home residents in situations of ethical tension may be a unique position enabling students to evaluate care options differently from those immersed in the ward culture. The findings indicate that organised professional development in nursing homes needs to focus on more reflexively driven ways of supervising students in their first clinical study period. Educational institutions need to continue and further develop reflection-based learning activities and meeting points with students and their peers during their clinical placement periods.

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The impact of comprehensive licensure review on nursing students' clinical competence, self-efficacy, and work readiness.

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The impact of comprehensive licensure review on nursing students' clinical competence, self-efficacy, and work readiness.

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