Showing 4 results for Clinical Competence
Shohreh Kolagari, Mohammad Najafi, Mahboobeh Brojerdi, Mahnaz Modanloo,
Volume 20, Issue 2 (10-2023)
Abstract
Background: Clinical competency is one of the performance indicators of nurses requiring the use of technical and communication skills, knowledge, clinical reasoning, emotions, and professional values at the bedside. The present study’s aim was to assess the clinical competency of nurses working at intensive care units (ICUs) and explore some of its associated factors in hospitals affiliated with the Golestan University of Medical Sciences.
Methods: This descriptive-analytical study was conducted on ICU nurses working at the hospitals affiliated with the Golestan University of Medical Sciences in the northeast of Iran. A total of 160 eligible nurses were recruited using the simple random sampling method. The data were collected through the Intensive and Critical Care Nursing Competence Scale (ICCN-CS), which evaluates the 4 areas of knowledge, skill, attitudes and values, and work experience via 80 statements. The data were analyzed by SPSS 16 software using the Kruskal-Wallis and Mann-Whitney tests at a significance level of 5%.
Results: Most of the participants (69.2%) attained an excellent clinical competency score, and the overall level of clinical competency was excellent. Also, the highest level of competency belonged to the knowledge area (85.11 ± 82.63), and the lowest level was related to the field of skills (80.40± 17.19). Clinical competency showed a significant association with demographic features, including age (P<0.001), type of contract (P<0.001), work experience (P<0.001), marital status (P<0.001), and average overtime hours (P<0.003).
Conclusion: Evaluation of nurses’ clinical competency can help improve the quality of care. It is suggested that health policymakers focus on upgrading the clinical competency of ICU nurses by improving their clinical skills.
Hamdoni Pangandaman, Nursidar Mukattil, Joy Hope Lambayong, Marwida Abdulhan, Raniza Hayudini, Mardalyne Salve, Iman Matumadi, Samiel Macalaba, Ronald Kadil, Abolbashar Mangontawar,
Volume 21, Issue 1 (4-2024)
Abstract
Background: Acquiring clinical skills is vital in nursing education as it directly impacts students' competency and preparedness to provide safe and effective patient care. Flipped classroom approaches have gained attention, restructuring the teaching model to promote active learning and student engagement.
The effectiveness of flipped classroom approaches in developing clinical skills among nursing students was evaluated through a systematic review.
Methods: A systematic review methodology was employed to identify relevant studies. From the period 2013 to 2023, seven databases, namely ScienceDirect, Scopus, ProQuest, EBSCOhost, Sage Journal, Taylor and Francis, and PubMed, were searched through search strategy and the use of Boolean operators. Articles were assessed based on criterion and appraised using standardized tools: Joanna Briggs Institute (JBI) for quasi-experimental research & ROBVIS RCT checklist for assessing the risk of bias in randomized controlled trials. The authors employed the synthesis without meta-analysis (SWiM) guidelines for data analysis PRISMA checklist in finally appraising articles included for review.
Results: Eight articles (quasi-experimental and RCTs) out of 17,374 reviewed were conducted in Egypt, the United States, Turkey, Spain, and Taiwan. The studies involved 733 nursing students, and the duration of the interventions ranged from 10 to 16 weeks. Studies showed an overall low risk of bias and flipped classrooms significantly improved nursing students' clinical skills. The specific clinical skills that were improved included cardiopulmonary resuscitation, urinary catheterization, and safe medication administration.
Conclusion: Flipped classroom approaches are a promising pedagogical method for enhancing the clinical skills of nursing students. However, more research is needed to confirm these findings and to identify the best practices for implementing flipped classroom approaches in nursing education.
Tannaz Baradarani, Fariborz Roshangar, Faranak Jabbarzadeh Tabrizi , Parvin Sarbakhsh, Kobra Parvan,
Volume 21, Issue 2 (6-2024)
Abstract
Background: Diagnostic thinking and clinical competence are the two main domains of efficient nursing care. This study assessed the association between diagnostic thinking and clinical competence among emergency nurses.
Methods: The present correlation study was conducted in 2020 on 113 nurses working in emergency departments in a northwestern province of Iran over two consecutive years. A stratified random sampling method was used for recruiting nurses. Data was gathered via a demographic questionnaire, the Diagnostic Thinking Inventory, and the Nurse Competence Scale and analyzed using the SPSS 18 software. Pearson's correlation assessed the association between the nurses' diagnostic thinking and clinical competence at a significance level of 0.05.
Results: According to the findings, the nurses’ diagnostic thinking abilities were poor (154.15 ±15.73, range of 150-155), while their clinical competence was good (61.62±18.97, range of 51-75). Significant correlations emerged between thinking flexibility, work role (r=0.22, p=0.017), and memory structure. In addition, thinking flexibility was significantly associated with work role (r=0.22, P=0.017), and memory structure was correlated with teaching-coaching function (r=0.22, P=0.015), diagnostic functions (r=0.25, P=0.006), management of situations (r=0.45, P=0.0001), therapeutic interventions (r=0.42, P=0.0001), regimens (r=0.18, P=0.056), and work role (r=0.4, P=0.0001).
Conclusion: Amplifying thinking procedures and using diagnostic thinking patterns enhance emergency nurses' practice, performance, and clinical competence and promote nursing care. Lecturers and planners must employ modern educational methods to increase nurses' thinking skills and clinical competence.
Fatemeh Tahmasbi , Khadijeh Yazdi, Navisa Sadat Seyedghasemi , Shohreh Kolagari ,
Volume 21, Issue 4 (12-2024)
Abstract
Background: The use of information technology improves the competency of nurses at the bedside. This study was conducted to determine the relationship between informatics competency and clinical competency in nurses working in intensive care units.
Methods: In this cross-sectional study, 135 nurses employed in intensive care units affiliated with Golestan University of Medical Sciences, Iran, were included. The inclusion criteria were having at least a bachelor's degree in nursing, a minimum of six months of work experience in the ICU, and current employment in the ICU. The participants were enrolled in 2023 using a stratified sampling method with proportional allocation. Data were collected using demographic information forms, clinical competency questionnaires, and informatics competency questionnaires. Statistical inferential tests included Mann-Whitney, Kruskal-Wallis, multiple linear regression, and generalized multiple linear regression models. The significance level for all statistical tests was set at 0.05.
Results: The mean scores of the nurses' clinical competency and informatics competency were 58.41±8.80 and 45.67±18.88, respectively. There was no statistically significant correlation between these two variables (r = -0.07, p-value = 0.42). When examining the simultaneous effect of explanatory variables, only work experience in the ICU had a significant association with clinical competency (β = 0.3, P = 0.02). Moreover, informatics competency was significantly associated with gender (β = -12.93, P = 0.001) and the duration of using health information systems (β = -6.22, P = 0.008).
Conclusion: There is no significant relationship between informatics competency and clinical competency among ICU nurses. It is suggested that health system policymakers introduce the components of nurses' informatics competence and emphasize their importance in the clinical setting to improve the quality of care. In addition, nurses should be encouraged to enhance their professional skills and acquire competency in new approaches by gaining updated knowledge.
