Development of competence in the first year of graduate nursing practice: a longitudinal study.

AIM: To determine the extent to which competence develops in the first year of nursing practice in a paediatric setting. BACKGROUND: Among all the literature related to nursing competence, there have been few studies that have used a standardized tool to determine the development of professional nursing competence in the first year of practice. DESIGN: A quantitative longitudinal design was applied as part of a mixed methods study. METHODS: Forty seven nurses commencing a 12-month graduate nurse programme were invited to undertake a self-assessment of their level of competence at four time points; commencement, 3 months, 6 months and 12 months, between January 2013-February 2014. The assessment was completed using the Nurse Competence Scale; a questionnaire with 73 items across seven domains of competence. Each item is scored along a visual analogue scale (0-100). Response rates varied from 100% at commencement to 68% at 12 months. RESULTS: At commencement, the self-assessed level of overall competence was 41·4, 61·1 at 3 months, 72·9 at 6 months and 76·7 at 12 months. Similar patterns were seen for each domain. Mixed effects model analysis for longitudinal data revealed gains in competence for each of the domains and overall, was statistically significant from commencement to 3 months and 3 months to 6 months. While gains were made between 6-12 months, the results were not statistically significant. CONCLUSION: Graduate nurses showed significant gains in competence in the first 6 months of transition from nursing students to Registered Nurses.

Empirical evolution of a framework that supports the development of nursing competence.

AIM: The aim of this study was to refine a framework for developing competence, for graduate nurses new to paediatric nursing in a transition programme. BACKGROUND: A competent healthcare workforce is essential to ensuring quality care. There are strong professional and societal expectations that nurses will be competent. Despite the importance of the topic, the most effective means through which competence develops remains elusive. DESIGN: A qualitative explanatory method was applied as part of a mixed methods design. METHODS: Twenty-one graduate nurses taking part in a 12-month transition programme participated in semi-structured interviews between October and November 2013. Interviews were informed by data analysed during a preceding quantitative phase. Participants were provided with their quantitative results and a preliminary model for development of competence and asked to explain why their competence had developed as it had. RESULTS: The findings from the interviews, considered in combination with the preliminary model and quantitative results, enabled conceptualization of a Framework for Developing Competence. Key elements include: the individual in the team, identification and interpretation of standards, asking questions, guidance and engaging in endeavours, all taking place in a particular context. CONCLUSION: Much time and resources are directed at supporting the development of nursing competence, with little evidence as to the most effective means. This study led to conceptualization of a theory thought to underpin the development of nursing competence, particularly in a paediatric setting for graduate nurses. Future research should be directed at investigating the framework in other settings.

How competent are they? Graduate nurses self-assessment of competence at the start of their careers.

For many decades there has been ongoing debate about what it means to be competent and how competence develops and is assessed. A particular target in the debate has been graduate nurses. Despite the extent of competence of graduate nurses being questioned, very little research has examined graduate nurse competence at the time of commencing employment. This study sought to redress this gap. Forty-seven graduate nurses starting a graduate nurse programme in a large paediatric hospital were invited to participate in a study investigating the development of competence. All graduate nurses agreed to participate and completed the Nurse Competence Scale, a 73 item questionnaire across seven domains related to nurse competence: helping role, teaching-coaching, diagnostic functions, managing situations, therapeutic interventions, ensuring quality and work role. Each item is scored along a Visual Analogue Scale (0-100) where 0 is very low and 100 is very high. For descriptive purposes levels of competence are separated as low (0-25), rather good (> 25-50), good (> 50-75) and very good (> 75-100). Graduate nurses self-assessed their competence as rather good for overall competence and each of the domains. They indicated most competence in the domain of ensuring quality and least for teaching-coaching. Across all domains graduate nurses self-assessed a lower level of competence than in other studies using the NCS with nurses with more experience. The self-assessed level of competence in ensuring quality found in this study may reflect the emphasis on critical thinking and utilisation of evidence in practice in undergraduate studies. The findings of this study suggest graduate nurses have a lower level of self-assessed competence at time of commencing practice than nurses with more experience. Future research is warranted to understand to what extent, when, why and how competence develops in this population.

Influence of high-dose estrogen exposure during adolescence on mammographic density for age in adulthood.

High-dose estrogen exposure during adolescence has been hypothesized to increase a woman's breast cancer risk, possibly mediated through an increase in mammographic density, a well-established breast cancer risk factor. In 2006 to 2007, we conducted a retrospective study of women assessed for tall stature as an adolescent between 1959 and 1993. Eligible participants were ages > or =40 years and treated during adolescence with 3 mg diethylstilbestrol or 150 microg ethinyl estradiol daily or untreated. Mammograms from 167 treated and 142 untreated women were digitized. Total breast area, dense area, nondense area, and percent density were measured using a computer thresholding technique. Data on potential determinants were collected from medical records and telephone interview. Treated women had, on average, 17% lower dense area (P = 0.032). Means (95% confidence intervals) adjusted for age and body mass index for treated and untreated women were 24.5 cm(2) (21.8-27.2) and 29.1 cm(2) (26.0-32.4), respectively. There was no difference in adjusted means (95% confidence intervals) between treated and untreated women for nondense area [71.7 cm(2) (66.2-77.7) versus 70.5 cm(2) (64.7-76.9); P = 0.78], percent dense area [24.8% (22.4-27.4) versus 27.7% (24.8-30.7); P = 0.16], or total area [105.6 cm(2) (100.1-111.4) versus 109.3 cm(2) (103.1-115.8); P = 0.41], respectively. High-dose estrogen exposure during adolescence appears to curtail growth of mammographically dense tissue and therefore is unlikely to increase breast cancer risk through mechanisms related to mammographic density.

Adolescent exposure to high-dose estrogen and subsequent effects on lactation.

Treatment with high-dose estrogens has been used to reduce the adult height of tall girls for many years. Short-term side effects on the breast have been reported but there have been no studies to investigate whether there are long-term effects on lactation. This retrospective cohort study of 371 treated and 409 untreated women asked about breastfeeding history. After adjusting for maternal age at first live-birth, treated women (4.4%) were no more likely than untreated women (4.1%) to not commence breastfeeding (RR 1.13, 95% CI 0.50-2.52). After adjusting for age, there was no significant difference in the average duration of breastfeeding between treated (median 41.1 weeks) and untreated women (median 43.3 weeks) (p=0.77) for all live-births. Treated women were not significantly more likely to report physiological reasons for stopping breastfeeding than untreated women. Women treated with high-dose estrogens during adolescence appeared to be no different to untreated women in their ability to lactate.