Clusters of competence: Relationship between self‐reported professional competence and achievement on a national examination among graduating nursing students. (28th October 2019)

• Record Type: Journal Article
• Authors: Forsman, Henrietta; Jansson, Inger; Leksell, Janeth; Lepp, Margret; Sundin Andersson, Christina; Engström, Maria; Nilsson, Jan
• Is Part Of: Journal of advanced nursing. Volume 76:Number 1(2020)
• Page Start: 199
• Page End: 208
• Publication Date: 2019-10-28
• Subjects: cluster analysis -- nursing education -- nursing students -- professional competence -- questionnaires -- self‐assessment -- survey; Nursing -- Periodicals; 610.7305
• DOI: 10.1111/jan.14222
• Languages: English
• ISSNs: 0309-2402

Abstract

Abstract: Aims: To identify clusters based on graduating nursing students' self‐reported professional competence and their achievement on a national examination. Furthermore, to describe and compare the identified clusters regarding sample characteristics, students' perceptions of overall quality of the nursing programme, and students' general self‐efficacy (GSE). Design: A cross‐sectional study combining survey data and results from a national examination. Methods: Data were collected at two universities and one university college in Sweden in January 2017, including 179 students in the final term of the nursing programme. The study was based on the Nurse Professional Competence Scale, the GSE scale, and results from the National Clinical Final Examination. A two‐step cluster analysis was used to identify competence profiles, followed by comparative analyses between clusters. Results: Three clusters were identified illustrating students' different competence profiles. Students in Clusters 1 and 2 passed the examination, but differed in their self‐assessments of competence, rating themselves under and above the overall median value, respectively. Students in Cluster 3 failed the examination but rated themselves at the overall median level or higher. Conclusion: The study illustrates how nursing students' self‐assessed competence might differ from competency assessed by examination, which is challenging for nursing education. Self‐evaluation is a key learning outcome and is, in the long run, essential to patient safety. Impact: The study has identified clusters of students where some overestimate and others underestimate their competence. Students who assessed their competence low but passed the exam assessed their GSE lower than other students. The findings illuminate the need for student‐centred strategies in nursing education, including elements of self‐assessment in relation to examination to make the students more aware of their clinical competence. Abstract : 目的: 此研究旨在根据应届护理专业学生自我报告的专业能力及其在全国考试中的成绩来确定类别。此外还需对样本特征、学生对护理专业课程总体质量的看法以及学生的一般自我效能感(GSE)的已确定特征进行描述和比较。 设计: 一项结合了调查数据和国家考试结果的横断面研究。 方法: 2017年1月, 我们收集了瑞典的两所大学和一所大学学院的数据, 其中包括179名护理专业课程的应届毕业生。此项研究基于护士专业能力量表、一般自我效能感(GSE)量表以及国家临床期末考试。我们使用两步聚类分析法以确定能力性质, 随后进行类别之间的比较分析。 结果: 此项研究最终确定了三个类别, 分别说明学生的不同能力性质。类别1和类别2的学生通过了考试, 但他们的自我能力评估有所不同, 他们分别将自己评定为总体中位值以下和以上。类别3的学生未能通过考试, 但他们认为自己处于总体中位水平或更高。 结论: 此项研究探讨了护理学生的自我能力评估可能与考试评定的能力可能存在怎样的差异, 这对护理教育来说是一个挑战。自我评估是关键的学习成果, 并且从长远来看, 对患者安全至关重要。 影响: 此项研究确定了学生类别, 其中部分学生高估了自己的能力, 部分学生低估了自己的能力。自我评估能力较低但通过考试的学生所评定的一般自我效能感(GSE)要比其他学生低。研究结果表明需要在护理教育中使用以学生为中心的策略, 包括与考试相关的自我评估要素, 从而使得学生更清楚认识到自己的临床能力。