Nursing students' integration of theoretical knowledge and practical abilities is facilitated by their practice of nursing skills in a clinical environment. A key role of preceptors is to assess the learning goals that nursing students must meet while participating in clinical practice. Consequently, the purpose of this study was to explore the current evidence in relation to competency assessment and assessment approaches, and the willingness of preceptors for assessing nursing students' competency in a clinical setting. The scoping review used the five-stage methodological framework that was developed by Arksey and O'Malley, as well as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Relevant studies were searched by applying a comprehensive literature search strategy up to April 2024 across the following databases: CINAHL, OVID MEDLINE, EMBASE, and PUBMED. A total of 11,297 studies published between 2000 and April 2024 were revealed, and 38 were eligible for inclusion, which the research team categorised into three main themes: definitions of competence, tools for assessing competence and preceptors' and mentors' viewpoints in relation to the assessment of nursing students' competence. This review established that there are a multitude of quantitative instruments available to assess clinical competence; however, a lack of consistency among assessment instruments and approaches between countries and higher education institutions is prevalent. Existing research evidence suggests that the preceptors carried out the assessment process clinically and they found difficulties in documenting assessment. The assessing of nursing students' competency and the complexity of assessment is a concern for educators and mentors worldwide. The main concern centers around issues such as the interpretation of competence and complex measurement tools.
BACKGROUND: The recent surge in applications to nursing in the United Kingdom together with the shift towards providing virtual interviews through the use of video platforms has provided an opportunity to review selection methodologies to meet a new set of challenges. However there remains the requirement to use selection methods which are evidence-based valid and reliable even under these new challenges. METHOD: This paper reports an evaluation study of applicants to nursing and midwifery and reports on how to plan and use online interviews for in excess of 3000 applicants to two schools of nursing in Northern Ireland. Data is reported from Participants, Assessors and Administrators who were asked to complete an online evaluation using Microsoft Forms. RESULTS: A total of 1559 participants completed the questionnaire. The majority were aged 17-20. The findings provide evidence to support the validity and reliability of the online interview process. Importantly the paper reports on the design and implementation of a fully remote online interview process that involved a collaboration with two schools of nursing without compromising the rigour of the admissions process. The paper provides practical, quantitative, and qualitative reasons for concluding that the online remote selection process generated reliable data to support its use in the selection of candidates to nursing and midwifery. CONCLUSION: There are significant challenges in moving to online interviews and the paper discusses the challenges and reflects on some of the broader issues associated with selection to nursing and midwifery. The aim of the paper is to provide a platform for discussion amongst other nursing schools who might be considering major changes to their admissions processes.
BACKGROUND: A review of admissions to nursing in Northern Ireland was prompted by the growing number of applications and a desire to ensure that the applicants had the right values for a career in nursing. Concerns regarding authorship, plagiarism and reliability of personal statements used to select applicants to interview was the focus of this research. This study evaluates the psychometric properties of a Personal Statement (PS) as a method for admission to a nursing programme and a values-based psychological screening tool, Nurse Match (NM). METHODS: A self-selecting, purposive sample (n = 228; 9.7%) was drawn from applicants to Schools of Nursing in the United Kingdom (n = 2350). Participants all of whom had completed a Personal Statement were asked to complete a psychological tool and the scoring outcomes and psychometric properties of both tests were investigated. Statistical analysis was conducted using Minitab 17. RESULTS: Applicants from 18 schools and five colleges responded. The majority (72.4%) were aged 18-19. Findings provide practical, theoretical, statistical, and qualitative reasons for concluding that the Personal Statement has substantial limitations as a measure of suitability. It does not compare well with international test standards for psychometric tests. In contrast, NM is a valid and reliable measure with good discriminatory power, standardised administration and consistent marking. CONCLUSION: NM is a viable alternative to the PS for shortlisting applicants for nursing interviews.
There is a shortfall of over 10% of the NHS workforce in the UK and the Nursing and Midwifery Council has reported that an estimated 18% of nurses leave the profession altogether within 3 years of qualification. Canada and the USA also face retention issues. The transition period from student to registered nurse is considered an important period during which the newly qualified nurse (NQN) gains experience. This article aims to analyse how the transition from student to registered nurse can be more effectively facilitated, thereby enhancing the delivery of patient care. It examines how NQNs perceive the transition period and discusses how effective transition supports the optimal management of patient care.
Models, Organizational , Nurses/psychology , Patient Care/standards , Preceptorship/organization & administration , Students, Nursing/psychology , Attitude of Health Personnel , Humans , Nursing Evaluation Research , Personnel Turnover/statistics & numerical data , State Medicine/organization & administration , United Kingdom
AIM: To develop an instrument (Nurse Match: NM) for assessing a candidate's nursing values, their meaning, relative importance and emotional significance. Candidate's values to be scored against professionally preferred nursing values effectively and efficiently. DESIGN: A case study-based qualitative process with quantified output. Perception of self and others in relevant contexts using bi-polar value dimensions. METHODS: Respondents (N = 63) were first year nursing students completed the instrument and a feedback questionnaire. Data were analysed and scored by ipseus software using algorithm defined parameters. Statistical analysis: Minitab 17. RESULTS: The instrument discriminated effectively and efficiently between year one nurses in terms of the professional quality of their inherent nursing values and attributes;created suitability scores (STOT scores) for candidate screening purposes;suitability scores closely approximated normal distributions;was valid and reliable: robust in quantitative and qualitative terms;was administered, scored and interpreted in a standard manner;was easy to understand and complete and well received by participants. The NM instrument offers a standardized, effective, user friendly, screening process for values and attributes. Development work with a group of actual applicants is required. NM is complementary to other modes of assessment.
This article was migrated. The article was marked as recommended. Aims: The aim of this study was to gain the perspectives of men undergoing recruitment to a nursing degree programme by the process of multiple mini interviews (MMIs). Background: MMIs are used increasingly to select undergraduate students for degree courses, particularly in the healthcare sciences but the impact of MMIs on initiatives to increase gender diversity in these professions is unknown. Design: The study employed a qualitative research approach using a thematic framework of the MMI process. Methods: The study took place between January 2018 - April 2018 and a total of eight students attended for focus groups. Results: Respondents viewed the MMI process as stressful, and also reported that some of the stations created more stress than others, as they were conscious of the gender issues within some of the scenarios. Despite this they also reported the MMI to be a satisfactory selection tool. Conclusion: Participants found the use of MMIs to comprise a valid selection process which, while imperfect and female-dominated, did not unduly disadvantage male candidates. Further research involving multiple nursing schools as well as medical schools is needed to further evaluate the impact of the MMI as a selection tool on male applicants.
AIMS: The aim of this study was to complement existing evidence on the suitability of Multiple Mini Interviews as a potential tool for the selection of nursing candidates on to a BSc (Hons) nursing programme. BACKGROUND: This study aimed to trial the Multiple Mini Interview approach to recruitment with a group of first year nursing students (already selected using traditional interviews). DESIGN: Cross-sectional validation study. This paper reports on the evaluation of the participants' detailed scores from the Multiple Mini Interview stations; their original interview scores and their end of year results. METHODS: This study took place in March 2015. Scores from the seven Multiple Mini Interview stations were analysed to show the internal structure, reliability and generalizability of the stations. Original selection scores from interviews and in-course assessment were correlated with the MMI scores and variation by students' age, gender and disability status was explored. RESULTS: Reliability of the Multiple Mini Interview score was moderate (G = 0·52). The Multiple Mini Interview score provided better differentiation between more able students than did the original interview score but neither score was correlated with the module results. Multiple Mini Interview scores were positively associated with students' age but not their gender or disability status. CONCLUSION: The Multiple Mini Interview reported in this study offers a selection process that is based on the values and personal attributes regarded as desirable for a career in nursing and does not necessarily predict academic success. Its moderate reliability indicates the need for further improvement but it is capable of discriminating between candidates and shows little evidence of bias.
Education, Nursing , School Admission Criteria , Students, Nursing , Cross-Sectional Studies , Humans
The 'dementia friends' programme was launched by the Alzheimer's Society in the UK two years ago with the purpose of educating members of the public about the things they can do which can enhance the lives of people living with dementia. The aim of this project was to deliver a two-hour 'Dementia Friendly Community Workshop' written by the Alzheimer's Society, to an entire cohort of first-year undergraduate nursing students in one Higher Education Institutions in Northern Ireland. Following delivery of the programme, students were asked to complete a short questionnaire on their knowledge and confidence in relation to dementia care before and after the Dementia Friendly Community programme. A total of 322 undergraduate first-year nursing students took part in the Dementia Friendly Community programme. Of these, 304 returned questionnaires; 31.25% of students stated their perceived improvement in dementia knowledge was 'good' while 49.01% stated their perceived improvement in dementia knowledge was 'very good' and 13.49% stated their perceived improvement in dementia knowledge was 'excellent'. In relation to confidence in engaging with people with dementia, 31.91% stated 'good' improvement, 40.79% stated 'very good' improvement and 11.84% stated 'excellent' improvement. The Dementia Friendly Community programme was positively reviewed by the undergraduate students as it enhanced knowledge and confidence in relation to care of someone living with dementia.
Curriculum , Dementia/nursing , Friends/psychology , Health Knowledge, Attitudes, Practice , Students, Nursing/psychology , Clinical Competence , Education, Nursing/methods , Humans , Northern Ireland , Organizational Innovation , Surveys and Questionnaires
Interprofessional education (IPE) has long been considered an important means of improving communication and interaction between health professionals and of addressing patient safety concerns. This study aimed to explore whether a high-fidelity (HF) simulator could enhance a postgraduate IPE session on team-working and communication skills. A convenience sample of six doctors and six nurses, all recently qualified and working in an acute care setting, participated in teams of one nurse and one doctor in a typical clinical case scenario using a HF simulator. Pre-and post-test questionnaires and two focus groups were used to gather views on the IPE session. All of the participants agreed that all aspects of the IPE activity-the HF simulation, the scenarios and the debriefing-were 'effective' in attracting and retaining interest and attention. Future larger-scale research needs a more objective approach, such as a consideration of patient-related impact and outcomes.
Curriculum , Education, Medical/methods , Education, Nursing/methods , Physician-Nurse Relations , Simulation Training/methods , Adult , Female , Focus Groups , Humans , Interprofessional Relations , Male , Nursing Education Research , Surveys and Questionnaires , United Kingdom , Young Adult
BACKGROUND: The concerns of undergraduate nursing and medical students' regarding end of life care are well documented. Many report feelings of emotional distress, anxiety and a lack of preparation to provide care to patients at end of life and their families. Evidence suggests that increased exposure to patients who are dying and their families can improve attitudes toward end of life care. In the absence of such clinical exposure, simulation provides experiential learning with outcomes comparable to that of clinical practice. The aim of this study was therefore to assess the impact of a simulated intervention on the attitudes of undergraduate nursing and medical students towards end of life care. METHODS: A pilot quasi-experimental, pretest-posttest design. Attitudes towards end of life care were measured using the Frommelt Attitudes Towards Care of the Dying Part B Scale which was administered pre and post a simulated clinical scenario. 19 undergraduate nursing and medical students were recruited from one large Higher Education Institution in the United Kingdom. RESULTS: The results of this pilot study confirm that a simulated end of life care intervention has a positive impact on the attitudes of undergraduate nursing and medical students towards end of life care (p < 0.001). CONCLUSIONS: Active, experiential learning in the form of simulation teaching helps improve attitudes of undergraduate nursing and medical students towards end of life. In the absence of clinical exposure, simulation is a viable alternative to help prepare students for their professional role regarding end of life care.
Attitude of Health Personnel , Education, Medical, Undergraduate/methods , Education, Nursing, Baccalaureate/methods , Palliative Medicine/education , Students, Medical/psychology , Students, Nursing/psychology , Terminal Care/psychology , Anxiety , Emotions , Female , Health Knowledge, Attitudes, Practice , Humans , Male , Patient Simulation , Pilot Projects , Program Evaluation , Quality of Health Care , United Kingdom
An objective structured long examination record (OSLER) is a modification of the long-case clinical examination and is mainly used in medical education. This study aims to obtain nursing students' views of the OSLER compared with the objective structured clinical examination (OSCE), which is used to assess discrete clinical skills. A sample of third-year undergraduate nursing students (n=21) volunteered to participate from a cohort of 230 students. Participants undertook the OSLER under examination conditions. Pre-and post-test questionnaires gathered the students' views on the assessments and these were analysed from a mainly qualitative perspective. Teachers' and simulated patient views were also used for data triangulation. The findings indicate that the OSLER ensures more holistic assessment of a student's clinical skills and particularly essential skills such as communication, and that the OSLER, together with the OSCE, should be used to supplement the assessment of clinical competence in nursing education.
Clinical Competence , Education, Nursing, Baccalaureate/methods , Students, Nursing , Adult , Attitude of Health Personnel , Communication , Educational Measurement/methods , Female , Humans , Male , Nurse-Patient Relations , Patient Simulation , Surveys and Questionnaires , Young Adult
This article is intended to contribute to the current debate as to whether the objective structured clinical examination (OSCE) should become a standard assessment tool for undergraduate nursing education as they currently are for medicine. The authors describe how one UK university developed an OSCE for a nursing undergraduate programme with the aim of emphasising the need for nursing students to be competent in clinical skills and offering a means of standardising the assessment of these skills. There has been an increasing number of research studies carried out in this area at international level and this article's main contribution to the literature is the description of the Angoff standard-setting procedure that was used to calibrate the OSCE at this University and which makes it the first nursing OSCE in the UK to incorporate a scientific standard-setting procedure.
Clinical Competence , Education, Nursing/organization & administration , Calibration
AIM: To determine whether the use of an online or blended learning paradigm has the potential to enhance the teaching of clinical skills in undergraduate nursing. BACKGROUND: The need to adequately support and develop students in clinical skills is now arguably more important than previously considered due to reductions in practice opportunities. Online and blended teaching methods are being developed to try and meet this requirement, but knowledge about their effectiveness in teaching clinical skills is limited. DESIGN: Mixed methods systematic review, which follows the Joanna Briggs Institute User guide version 5. DATA SOURCES: Computerized searches of five databases were undertaken for the period 1995-August 2013. REVIEW METHODS: Critical appraisal and data extraction were undertaken using Joanna Briggs Institute tools for experimental/observational studies and interpretative and critical research. A narrative synthesis was used to report results. RESULTS: Nineteen published papers were identified. Seventeen papers reported on online approaches and only two papers reported on a blended approach. The synthesis of findings focused on the following four areas: performance/clinical skill, knowledge, self-efficacy/clinical confidence and user experience/satisfaction. The e-learning interventions used varied throughout all the studies. CONCLUSION: The available evidence suggests that online learning for teaching clinical skills is no less effective than traditional means. Highlighted by this review is the lack of available evidence on the implementation of a blended learning approach to teaching clinical skills in undergraduate nurse education. Further research is required to assess the effectiveness of this teaching methodology.
Clinical Competence/standards , Education, Medical, Undergraduate/methods , Education, Nursing/methods , Internet , Consumer Behavior , Education, Distance/methods , Humans , Research Design , Self Efficacy , Teaching/methods
This descriptive study evaluates whether the Immediate Life Support (ILS) course enhanced final year adult branch nursing students' ability to assess and initially manage the care of deteriorating patients. A thirty point likert scale questionnaire was used to collect quantitative data from final year adult branch nursing students in one Higher Education Institution in the United Kingdom. A comment box permitted the compilation of qualitative remarks. An 84% (n=149) response rate was achieved. The responses demonstrated a positive endorsement of the ILS course as part of the final year adult branch programme. Data also suggested that knowledge and skills learned during the ILS course were extremely useful for students and enhanced their clinical practice. Findings indicate that providing students with the opportunity to participate in the ILS course enhanced their ability to practice in a more confident manner. Furthermore, findings suggest that undertaking the ILS course provides the student with the skills to recognise the deteriorating patient and may have the potential of improving patient care. New knowledge from this research suggests that the ILS course does prepare students for practice and may go some way to assist students make the transition from student to registered nurse.
Attitude of Health Personnel , Clinical Competence/standards , Curriculum , Education, Nursing, Baccalaureate/organization & administration , Life Support Care , Students, Nursing/psychology , Follow-Up Studies , Humans , Nursing Assessment/standards , Nursing Care/standards , Nursing Education Research , Nursing Evaluation Research , Nursing Methodology Research , Self Efficacy
This article reports on the introduction of simulation (using a high fidelity patient simulator) into an undergraduate nursing curriculum in Northern Ireland to develop confidence and proficiency without compromising patient safety. It also reports on how the students perceived the impact of this experience on their clinical practice. The simulation was developed for third-year adult branch nursing students (n=90). Students attended in groups of six for a 4-hour session over a period of 8 days. The students participated in three case scenarios using a high-fidelity patient simulator (HPS). Students' responses showed that the simulation helped them to gain a perspective on the role of a qualified nurse and also enhanced their understanding of the relationship between theory and practice. Students also reported that they valued the experience as a means of highlighting gaps in their knowledge, but it also had given them confidence for future clinical practice.
Clinical Competence , Computer-Assisted Instruction/methods , Education, Nursing, Baccalaureate/methods , Manikins , Attitude of Health Personnel , Attitude to Computers , Curriculum , Humans , Northern Ireland , Nurse's Role/psychology , Nursing Education Research , Nursing Methodology Research , Program Development , Qualitative Research , Students, Nursing/psychology
This descriptive survey evaluates the role of medium to high fidelity simulation in the preparation for clinical nursing practice, from the perception of third year undergraduate students. A questionnaire was distributed to 153 Adult Branch undergraduate nursing students from one Higher Education Institution. Quantitative data was collected through use of Likert scales, whilst a comment box permitted the compilation of qualitative remarks. A 60% (n=93) response rate was achieved. Findings indicate that simulation using high fidelity simulators is perceived to be a valuable method of learning, which should positively impact on the clinical effectiveness of nursing students approaching the transition to registered nurses. Furthermore participants believed that their experience with high fidelity simulators enhanced the safety of their practice. This study has strengthened the case for using high fidelity simulators as a means of assisting linkage of theory to practice. Whilst there are limitations to the realism of high fidelity simulators, the majority of subjects considered simulation an authentic learning experience. New knowledge from this research suggests that high fidelity simulators may contribute significantly to the preparation for nursing students' final key stage management assessment prior to entry to the Nursing and Midwifery Council (NMC) register. Although engagement with the high fidelity simulators can be anxiety provoking, this may precede perceived augmentation of learning, skill and confidence.
Education, Nursing , Manikins , Teaching/methods , Adult , Attitude , Humans , Program Evaluation , Students, Nursing , United Kingdom
AIM: The aim of this paper is to outline how the immediate life support (ILS) course was incorporated into an undergraduate nursing curriculum in a university in Northern Ireland. It also reports on how the students perceived the impact of this course on their clinical practice. RATIONALE AND BACKGROUND: The rationale of the course was to develop the student's ability to recognize the acutely ill patient and to determine the relevance of this to clinical practice. Prior to this, the ILS course was only available to qualified nurses, and this paper reports on the first time undergraduate nursing students were provided with an ILS course. METHODS: The ILS course was delivered to 89 third-year nursing students from the adult branch pathway of the BSc (Hons) programme in Nursing Sciences. Each course was taught to 10-12 students and was completed over eight 7.5 h sessions within a 2-week period. Recognized advanced life support (ALS) instructors, in keeping with the UK Resuscitation Council guidelines, taught the students. RESULTS AND CONCLUSION: Student feedback reported that the ILS course helped them understand what constituted the acutely ill patient and the role of the nurse in managing a deteriorating situation. Students also reported that they valued the experience as highlighting gaps in their knowledge.
Curriculum , Education, Nursing, Baccalaureate , Life Support Care , Humans , Surveys and Questionnaires , United Kingdom
