Competence in nursing practice and strategies for the development of competences in the undergraduate nursing curriculum

Authors

  • Irena Trobec Univerza na Primorskem, Fakulteta za vede o zdravju, Polje 42, 6310 Izola
  • Vesna Čuk Univerza na Primorskem, Fakulteta za vede o zdravju, Polje 42, 6310 Izola
  • Andreja Istenič Starčič Univerza na Primorskem, Pedagoška fakulteta; Cankarjeva 5; 6000 Koper

DOI:

https://doi.org/10.14528/snr.2014.48.4.38

Keywords:

competences, nursing, active teaching and learning methods, university education

Abstract

Introduction: The expanding knowledge necessary to perform nursing care entails higher standards of nurses’ competences. The mission of educational institutions is therefore to educate lifelong learners who have knowledge and skills relevant to ever changing and complex working and social environment. The primary purpose of the literature review was to examine the nursing competences and the influence of competence-based pedagogy on teaching outcomes. Methods: A literature review was conducted using the CINAHL, Medline, ERIC, Academic Search Premier and Health Source: Nursing/Academic Edition, accessible via EBSCOhost/eIFL Direct, Catalogue bibliographic database COBIB.SI, relevant Web sites of nursing professional organizations and other printed and electronic sources. The sources consulted were published in the period between the year 2000 and 2012. Results: The review yielded the identification of five descriptive categories: nursing competencies, basis of competence-centered learning, learning and competence development, learning in the clinical environment, and monitoring and assessment of competences. Discussion and conclusion: Since competences are relevant for defining the core aptitudes, skills and knowledge necessary in quality nursing care delivery, they have become a subject of common research and investigation.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Irena Trobec, Univerza na Primorskem, Fakulteta za vede o zdravju, Polje 42, 6310 Izola

doc. dr. Irena Trobec, viš. med. ses., prof. zdr. vzg.

Vesna Čuk, Univerza na Primorskem, Fakulteta za vede o zdravju, Polje 42, 6310 Izola

viš. pred. dr. Vesna Čuk, viš. med. ses.; prof. zdr. vzg.

Andreja Istenič Starčič, Univerza na Primorskem, Pedagoška fakulteta; Cankarjeva 5; 6000 Koper

izr. prof. dr. Andreja Istenič Starčič, univ. dipl. ped.

References

Anderson, G.L. & Tredway, C.A., 2009. Transforming the nursing curriculum to promote critical thinking online. Journal of Nursing Education, 48(2), pp. 111-114. http://dx.doi.org/10.3928/01484834-20090201-01; PMid:19260405

Archibald, P.J. & Bainbridge, D.D., 1994. Capacity and competence: nurse credentialing and previleging. Nursing Management, 25(4), pp. 49-56. http://dx.doi.org/10.1097/00006247-199404000-00009; PMid:8159345

Barth, M., Godemann, J., Rieckmann, M. & Stoltenberg, U., 2007. Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higer Education, 8(4), pp. 416-430. http://dx.doi.org/10.1108/14676370710823582

Benner, P., 2001. From novice to expert: excellence and power in clinical nursing practice. Addison-Wesley: Menlo Park, pp. 13-214.

Bowles, D.J., 2006. Active learning strategies... not for the birds! International Journal of Nursing Education Scholarship, 3(1), pp. 1-11. http://dx.doi.org/10.2202/1548-923X.1184; PMid:17049042

Chyung, S.Y., Stepich, D. & Cox, D., 2006. Building a competency-based curriculum architecture to educate 21st-century business practitioners. The Journal of Education for Business, 81(6), pp. 307-314.

Clapper, T.C., 2010. Role playing and simulation: returning to teaching for undersatnding. Education Digest, 75(8), pp. 39-43.

Clayton, L.H., 2006. Concept mapping: an effective, active teaching-learning method. Nursing Education Perspective, 27(4), pp. 197-203. PMid:16921805

Comer, S.K., 2005. Patient care simulations: role playing to enhance clinical understanding. Nursing Education Perspectives, 26(6), pp. 357-361. PMid:16430003

Čuk, V., 2014. Mentorska vloga v kliničnem okolju: razvoj modela izkustvenega učenja v zdravstveni negi: doktorska disertacija. Koper: Univerza na Primorskem, Pedagoška fakulteta, pp. 195-213.

DeBack, V. & Mentkowski, M., 1986. Does the baccalaureate make a difference?: Differentiating nurse performanceby educational and experience. Journal of Nursing Education, 25(7), pp. 275. PMid:3020194

Doane, G., Pauly, B., Brown, H. & McPherson, G., 2004. Exploring the heart of ethical nursing practice: implications for ethics education. Nursing Ethics, 11(3), pp. 240-253. http://dx.doi.org/10.1191/0969733004ne692oa; PMid:15176638

Edwards, H., Smith S., Courtney M., Finlayson K. & Chapman H., 2004. The impact of clinical placement location on nursing students’ competence and preparedness for practice. Nurse education today, 24(3), pp. 248-255. http://dx.doi.org/10.1016/j.nedt.2004.01.003; PMid:15110433

Epstein, R.M. & Hundert, E.M., 2008. Defining and assessing professional competence. JAMA, 356(4), pp. 226-235.

Eraut, M., 2007. Learning from other people in the workplace. Oxford Review of Education, 33(4), pp. 403-422. http://dx.doi.org/10.1080/03054980701425706

Facione, P.A., 1990. Critical thinking: a statement of expert consensus for purposes of educational assesmentand instruction. The Delphy report:researchfindings and recomendation prepared for the committee on pre-college philosophy. ERICdocument reproduction service, pp. 315-423.

Garrison, R.D., Anderson, T. & Archer, W., 2001. Critical thinking and computer conferencing: a model and tool to asses cognitive presence. American Journal of Distance Education, 15(1) pp. 7-23. http://dx.doi.org/10.1080/08923640109527071

Garside, J.R. & Nhemachena, J.Z., 2012. A concept analysis of competence and its transition in nursing. Nurse Education Today, 33(5), pp. 541-545.

Giancarlo, C.A. & Facione, P.A., 2001. A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, 50(1), pp. 29-55. http://dx.doi.org/10.1353/jge.2001.0004

Holton, J.A., 2010. The coding process and its challenges. Grounded Theory Rewiev, 9(1), pp. 21-40.

Istenič Starčič, A., 2006. Mentorstvo v kliničnem okolju. Ljubljana: Univerza v Ljubljani, Filozofska fakulteta, pp. 42-71.

Istomina, N., Suominen, T., Razbadauskas, A., Martinkenas, A., Meretoja, R. & Leino-Kilpi, H., 2011. Competence of nurses and factors associated with it. Medicina (Kaunas), 47(4), pp. 230-237.

Jonnaert, P., Masciotra, D., Barrette, J., Morel, D. & Mane Y., 2007. From competence in the curriculum to the comperence in action. Prospects, 37 (2), pp. 187-203. http://dx.doi.org/10.1007/s11125-007-9027-9

Jormsri, P., Kunaviktikul, W., Ketefian, S. & Chaowalit, A., 2005. Moral competence in nursing practice. Nursing Ethics, 12 (6), pp. 582-594. http://dx.doi.org/10.1191/0969733005ne828oa; PMid:16312087

Kantor, S.A., 2010. Pedagogical change in nursing education: one instructor's experience. The Journal of Nursing Education, 49(7), pp. 414-417. http://dx.doi.org/10.3928/01484834-20100331-06; PMid:20411860

Keating, B.S., 2006. Curriculum development and evaluation in nursing. Philadelphia: Lippincot Williams & Wilkins, pp. 5-32.

Khomeiran, T.R., Yekta, Z.P., Kiger, A.M. & Ahmadi, F., 2006. Professional competence: factors described by nurses as influencing their development. International Nursing Review, 53(1), pp. 66-72. http://dx.doi.org/10.1111/j.1466-7657.2006.00432.x; PMid:16430763

Kiger M.A., 2009. Teaching for health. Churchill Livingstone: Elsevier, pp. 64-189.

Koerner, J.G., 2003. The virtues of the virtual world: enhancing the technology/knowledge professional interface for life-long learning. Nursing Administration Quarterly, 27(1), pp. 9-17. http://dx.doi.org/10.1097/00006216-200301000-00005; PMid:12674064

Kolb, D., 1984. Experiental learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice-Hall, pp. 21-26, 256-311.

McCready, T., 2007. Portfolios and the assessment of competence in nursing: a literature review. International Journal of Nursing Study, 44 (1), pp. 143-151.

Meretoja, R., Eriksson, E. & Leino-Kilpi, H., 2002. Indicators for competent nursing practice. Journal of Nursing Management, 10(2), pp. 95-102. http://dx.doi.org/10.1046/j.0966-0429.2001.00299.x; PMid:11882110

Meretoja, R. & Leino-Kilpi, H., 2003. Comparison of competence assessments made by nurse managers and practising nurses. Journal of Nursing Management, 11(6), pp. 404–409. http://dx.doi.org/10.1046/j.1365-2834.2003.00413.x; PMid:14641722

Meretoja, R., Isoaho, H. & Leino-Kilpi, H., 2004. Nurse competence scale: development and psychometric testing. Journal of Advanced Nursing, 47(2), pp. 124-133. http://dx.doi.org/10.1111/j.1365-2648.2004.03071.x; PMid:15196186

Mortel, T.F. & Bird, J.L., 2010. Continuous Curriculum Rewiev in a bachelor of nursing program: preventing curriculum driftm in improving quality. Journal of Nursing Nducation, 49(10), pp. 592-595. http://dx.doi.org/10.3928/01484834-20100730-05; PMid:20669873

Nelson, D.L. & Blenkin, C., 2007. The power of online role- play simulations: technology in nursing education. International Journal of Nursing Education Scholarship, 4(1), pp. 1-12.

Nelson K., 2006. Ethical theories and principles. In: Bosek, M.S.D. & Savage, T.A., eds. The ethical component of nursing education. Philadelphia: Lippincott Williams & Wilkins, pp. 3-30.

Pekljaj, C., 2006. Definiranje učiteljskih kompetenc - začetni korak za prenovo pedagoškega študija. In: Peklaj, C., ed. Teorija in praksa v izobraževanju učiteljev. Ljubljana: Center za pedagoško izobraževanje Filozofske fakultete, pp. 19-28.

Riddell, T., 2007. Critical assumptions: thinking critically abouth critical thinking. Journal of Nursing Education Today, 46(3), pp. 121.

Sauvé, L., Renaud, L., Kaufman, D. & Marquise, J.-S., 2007. Distinguishing between games and simulations: a systematic review. Educational Technology & Society, 10(3), pp. 247-256.

Simpson, E. & Courtney, M., 2008. Implementation and evaluation of critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses. International Journal of Nursing Practice, 10(6), pp. 449-454. http://dx.doi.org/10.1111/j.1440-172X.2008.00719.x; PMid:19126073

Swider, S., Levin, P., Ailey, S., Breakwell, S., Cowell, J., McNaughton, D., et al., 2006. Matching a graduate curriculum in public/community nursing to practice competencies: the Rush University experience. Public Health Nursing, 23(2), pp. 190-195. http://dx.doi.org/10.1111/j.1525-1446.2006.230211.x; PMid:16684194

WHO - World Health Organization, 2001. European Strategy for nursing and midwifery education. Available at: http://www.euro.who.int/__data/assets/pdf_file/0005/125744/E72918.pdf [9. 8. 2011].

Trobec, I., 2013. Primerjava ustreznosti učnih okolij pri razvijanju etičnih kompetenc študentov zdravstvene nege: doktorska disertacija. Koper: Univerza na Primorskem, Pedagoška fakulteta, pp. 153-175.

Tuning general broschure, 2006. Introduction to tuning. Europian union directorate of education and Culture. Brusseles. Available at: http://www.unideusto.org/tuningeu/images/stories/documents/General_Brochure_final_version.pdf [14. 3. 2011].

Tzeng, H.M. & Ketefian, S., 2003. Demand for nursing competencies: an explaratory study in Taiwan's hospital system. Journal of Clinical Nursing, 12(4), pp. 509-518. http://dx.doi.org/10.1046/j.1365-2702.2003.00738.x; PMid:12790864

Vacek, J.E., 2009. Using a conceptual approach with concept mapping to promote critical thinking. The Journal of Nursing Education, 48(1), pp. 45-48. PMid:19227756

Vanaki, Z. & Memarian, R., 2009. Professional ethics: beyond the clinical competency. Journal of Professional Nursing, 25(5), pp. 285-291. http://dx.doi.org/10.1016/j.profnurs.2009.01.009; PMid:19751933

Wangensteen, S., Johansso, I.S., Björkström, M.E. & Nordström, G., 2010. Critical thinking dispositions among newly graduated nurses. Journal of Advanced Nursing, 66(10), pp. 2170-2181. http://dx.doi.org/10.1111/j.1365-2648.2010.05282.x; PMid:20384637; PMCid:PMC2984541

Wass, V., Van der Vleuten, C., Shatzer, J. & Jones, R., 2001. Assessment of clinical competence. The Lancet, 35 (9260), pp. 945-949.

Whittemore, R. & Knafl, K., 2005. The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), pp. 546-553. http://dx.doi.org/10.1111/j.1365-2648.2005.03621.x; PMid:16268861

Zachary, L.J., 2011. The mentor's guide: facilitating effective learning relationships. 6th ed. San Francisco: Jossey Bass, pp. 15-29.

Zhang, Z.X., Luk, W., Arthur, D. & Wong, T., 2001. Nursing competencies:personal characteristics contributing to effective nursing performance. Journal of Advanced Nursing, 33(4), pp. 467-474. http://dx.doi.org/10.1046/j.1365-2648.2001.01688.x; PMid:11251734

Published

2014-12-17

How to Cite

Trobec, I., Čuk, V., & Istenič Starčič, A. (2014). Competence in nursing practice and strategies for the development of competences in the undergraduate nursing curriculum. Slovenian Nursing Review, 48(4). https://doi.org/10.14528/snr.2014.48.4.38

Issue

Section

Review article

Most read articles by the same author(s)

<< < 1 2