Nursing Graduates’ Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education
Abstract
1. Introduction
2. Materials and Methods
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Flaubert, J.L.; Le Menestrel, S.; Williams, D.R.; Wakefield, M.K. The Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity; National Academies of Sciences, Engineering, and Medicine, National Academy of Medicine, Committee on the Future of Nursing 2020–2030, Eds.; National Academies Press: Washington, DC, USA, 2021. Available online: https://www.ncbi.nlm.nih.gov/books/NBK573912/ (accessed on 7 May 2023).
- Institute of Medicine. US Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine. In The Future of Nursing: Leading Change, Advancing Health; National Academies Press: Washington, DC, USA, 2011. Available online: https://www.ncbi.nlm.nih.gov/books/NBK209885/ (accessed on 31 March 2023).
- Mirza, N.; Manankil-Rankin, L.; Prentice, D.; Hagerman, L.-A.; Draenos, C. Practice readiness of new nursing graduates: A concept analysis. Nurse Educ. Pr. 2019, 37, 68–74. [Google Scholar] [CrossRef]
- Fukada, M. Nursing Competency: Definition, Structure and Development. Yonago Acta Med. 2018, 61, 1–7. [Google Scholar] [CrossRef]
- Papathanasiou, I.; Kleisiaris, C.; Fradelos, E.; Kakou, K.; Kourkouta, L. Critical Thinking: The Development of an Essential Skill for Nursing Students. Acta Inform. Medica 2014, 22, 283–286. [Google Scholar] [CrossRef]
- AlMekkawi, M.; El Khalil, R. New Graduate Nurses’ Readiness to Practise: A Narrative Literature Review. Heal. Prof. Educ. 2020, 6, 304–316. [Google Scholar] [CrossRef]
- Englander, R.; Cameron, T.; Ballard, A.J.; Dodge, J.; Bull, J.; Aschenbrener, C.A. Toward a Common Taxonomy of Competency Domains for the Health Professions and Competencies for Physicians. Acad. Med. 2013, 88, 1088–1094. Available online: https://pubmed.ncbi.nlm.nih.gov/23807109/ (accessed on 8 April 2023). [CrossRef] [PubMed]
- Karami, A.; Farokhzadian, J.; Foroughameri, G. Nurses’ professional competency and organizational commitment: Is it important for human resource management? PLoS ONE 2017, 12, e0187863. [Google Scholar] [CrossRef] [PubMed]
- Masso, M.; Sim, J.; Halcomb, E.; Thompson, C. Practice readiness of new graduate nurses and factors influencing practice readiness: A scoping review of reviews. Int. J. Nurs. Stud. 2022, 129, 104208. [Google Scholar] [CrossRef]
- del Bueno, D.J. Buyer beware: The cost of competence. Nurs. Econ. 2001, 19, 250–257. Available online: https://go.gale.com/ps/i.do?p=AONE&u=googlescholar&id=GALE|A81106118&v=2.1&it=r&sid=AONE&asid=dadfc1be (accessed on 9 April 2023).
- Gleason, K.; Harkless, G.; Stanley, J.; Olson, A.P.; Graber, M.L. The critical need for nursing education to address the diagnostic process. Nurs. Outlook 2021, 69, 362–369. [Google Scholar] [CrossRef]
- del Bueno, D. A crisis in critical thinking. Nurs. Educ. Perspect. 2005, 26, 278–282. Available online: https://pubmed.ncbi.nlm.nih.gov/16295306/ (accessed on 9 April 2023). [PubMed]
- Lewis, L.S.; Rebeschi, L.M.; Hunt, E. Nursing Education Practice Update 2022: Competency-Based Education in Nursing. SAGE Open Nurs. 2022, 8, 1–6. [Google Scholar] [CrossRef]
- Jackson, D.; Bradbury-Jones, C.; Baptiste, D.; Gelling, L.; Morin, K.; Neville, S.; Smith, G.D. Life in the pandemic: Some reflections on nursing in the context of COVID-19. J. Clin. Nurs. 2020, 29, 2041–2043. [Google Scholar] [CrossRef]
- Peiró, T.; Lorente, L.; Vera, M. The COVID-19 Crisis: Skills That Are Paramount to Build into Nursing Programs for Future Global Health Crisis. Int. J. Environ. Res. Public Health 2020, 17, 6532. [Google Scholar] [CrossRef] [PubMed]
- Nie, A.; Su, X.; Dong, M.; Guan, W. Are nurses prepared to respond to next infectious disease outbreak: A narrative synthesis. Nurs. Open 2022, 9, 908–919. [Google Scholar] [CrossRef] [PubMed]
- Roe, E.P.; Decker, S.P.; Marks, K.M.; Cook, J.M.; Garno, K.B.; Newton, J.B.; Thrush, R.B. Nurse experience during the COVID-19 pandemic: Implications for nurse leaders. Nurs. Manag. 2022, 53, 1–10. [Google Scholar] [CrossRef] [PubMed]
- Logue, M.; Olson, C.; Mercado, M.; McCormies, C.J. Innovative solutions for clinical education during a global health crisis. Online J. Issues Nurs. 2021, 26, 1–6. Available online: https://ojin.nursingworld.org/table-of-contents/volume-26-2021/number-1-january-2021/innovative-solutions-for-clinical-education-during-a-global-health-crisis--/ (accessed on 14 April 2023). [CrossRef]
- Badowski, D.M.; Spurlark, R.; Webber-Ritchey, K.J.; Towson, S.; Ponder, T.N.; Simonovich, S.D. Envisioning Nursing Education for a Post–COVID-19 World: Qualitative Findings from the Frontline. J. Nurs. Educ. 2021, 60, 668–673. Available online: https://pubmed.ncbi.nlm.nih.gov/34870499/ (accessed on 16 April 2023). [CrossRef]
- Canet-Vélez, O.; Botigué, T.; Santamaría, A.L.; Masot, O.; Cemeli, T.; Roca, J. The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study. Nurse Educ. Pr. 2021, 53, 103072. Available online: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8088907/ (accessed on 18 April 2023). [CrossRef]
- Kavanagh, J.M.; Sharpnack, P.A. Crisis in competency: A defining moment in nursing education. Online J. Issues Nurs. 2021, 26, 57–62. Available online: https://ojin.nursingworld.org/table-of-contents/volume-26-2021/number-1-january-2021/crisis-in-competency-a-defining-moment-in-nursing-education/ (accessed on 18 April 2023). [CrossRef]
- Rizany, I.; Hariyati, R.T.S.; Handayani, H. Factors that affect the development of nurses’ competencies: A systematic review. Enferm. Clin. 2018, 28, 154–157. Available online: https://daneshyari.com/article/preview/8568953.pdf (accessed on 18 April 2023).
- Kwame, A.; Petrucka, P. A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BMC Nurs. 2021, 20, 158. [Google Scholar] [CrossRef]
- Rahmah, N.M.; Hariyati, R.T.S.; Sahar, J. Nurses’ Efforts to Maintain Competence: A Qualitative Study. J. Public Health Res. 2022, 11, 2736. [Google Scholar] [CrossRef] [PubMed]
- Mlambo, M.; Silén, C.; McGrath, C. Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC Nurs. 2021, 20, 62. [Google Scholar] [CrossRef] [PubMed]
- Facione, P.A.; Facione, N.C.; Riegel, F.; Martini, J.G.; Crossetti, M.D.G.O. Holistic critical thinking in times of COVID-19 pandemic: Unveiling fundamental skills to clinical nursing practice. Rev. Gaúcha Enferm. 2021, 42, e20210235. [Google Scholar] [CrossRef] [PubMed]
- Makarem, A.; Heshmati-Nabavi, F.; Afshar, L.; Yazdani, S.; Pouresmail, Z.; Hoseinpour, Z. The Comparison of Professional Confidence in Nursing Students and Clinical Nurses: A Cross-Sectional Study. Iran. J. Nurs. Midwifery Res. 2019, 24, 261–267. [Google Scholar]
- Knapp, T.R. Treating ordinal scales as interval scales: An attempt to resolve the controversy. Nurs. Res. 1990, 39, 121–123. Available online: http://www.mat.ufrgs.br/~viali/estatistica/mat2282/material/textos/treating_ordinal_scales[1].pdf (accessed on 18 April 2023). [CrossRef] [PubMed]
- Robitzsch, A. Why Ordinal Variables Can (Almost) Always Be Treated as Continuous Variables: Clarifying Assumptions of Robust Continuous and Ordinal Factor Analysis Estimation Methods. Front. Educ. 2020, 5, 1–7. [Google Scholar] [CrossRef]
- Bhandari, P.; Nikolopoulou, K. What is a Likert Scale? Scribbr: San Francisco, CA, USA, 2023. Available online: https://www.scribbr.co.uk/research-methods/likert-scales/#:~:text=A%20Likert%20scale%20is%20a,about%20the%20statement%20or%20question (accessed on 18 April 2023).
- Kaiser, C.; Oswald, A.J. The scientific value of numerical measures of human feelings. Proc. Natl. Acad. Sci. USA 2022, 119, e2210412119. [Google Scholar] [CrossRef]
- Menard, S. Logistic Regression: From Introductory to Advanced Concepts and Applications; SAGE Publications, Inc.: Newbury Park, CA, USA, 2010. [Google Scholar] [CrossRef]
- Collard, S.S.; Scammell, J.; Tee, S. Closing the gap on nurse retention: A scoping review of implications for undergraduate education. Nurse Educ. Today 2019, 84, 104253. [Google Scholar] [CrossRef]
- Rebelo, A. How Prepared Are New Nurse Graduates for Practice Today? Clinical Judgment Skills Identified as a Primary Gap in Practice Readiness According to Wolters Kluwer Report; Wolters Kluwer: Philadelphia, PA, USA, 2020; Available online: https://www.wolterskluwer.com/en/news/how-prepared-are-new-nurse-graduates-for-practice-today (accessed on 19 April 2023).
- Schnur, M.B. Are New Nursing Grads Prepared for Practice? Lippincott Nursing Center: Philadelphia, PA, USA, 2020; Available online: https://www.nursingcenter.com/ncblog/october-2020/are-new-nursing-grads-prepared (accessed on 19 April 2023).
- McGarity, T.; Acker, K.; Baldwin, S. COVID-19 and nurse competency and readiness: The value of just-in-time education. J. Nurses Prof. Dev. 2022, 38, 88–91. Available online: https://pubmed.ncbi.nlm.nih.gov/35213114/ (accessed on 19 April 2023). [CrossRef]
- Winch, G.M.; Cao, D.; Maytorena-Sanchez, E.; Pinto, J.; Sergeeva, N.; Zhang, S. Operation Warp Speed: Projects responding to the COVID-19 pandemic. Proj. Leadersh. Soc. 2021, 2, 1–11. [Google Scholar] [CrossRef]
- Booth, R.G.; Strudwick, G.; McBride, S.; O’connor, S.; López, A.L.S. How the nursing profession should adapt for a digital future. BMJ 2021, 373, 1–22. [Google Scholar] [CrossRef]
- Flessa, S.; Huebner, C. Innovations in Health Care—A Conceptual Framework. Int. J. Environ. Res. Public Health 2021, 18, 10026. [Google Scholar] [CrossRef]
- Baron, K.A. Changing to Concept-Based Curricula: The Process for Nurse Educators. Open Nurs. J. 2017, 11, 277–287. [Google Scholar] [CrossRef]
- Phillips, J.M.; Phillips, C.R.; Kauffman, K.R.; Gainey, M.; Schnur, P.L. Academic-Practice Partnerships: A Win-Win. J. Contin. Educ. Nurs. 2019, 50, 282–288. [Google Scholar] [CrossRef] [PubMed]
- Repsha, C.L.; Quinn, B.L.; Peters, A.B. Implementing a Concept-Based Nursing Curriculum: A Review of the Literature. Teach. Learn. Nurs. 2020, 15, 66–71. [Google Scholar] [CrossRef]
- American Association of College of Nursing. Bold Action Taken to Transform Nursing Education and Strengthen the Nation’s Healthcare Workforce. 2021. Available online: https://www.aacnnursing.org/news-data/all-news/article/aacn-approves-new-essentials (accessed on 19 April 2023).
- Ghasemi, M.R.; Moonaghi, H.K.; Heydari, A. Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean J. Med. Educ. 2020, 32, 103–117. [Google Scholar] [CrossRef] [PubMed]
- Hossler, C.; James, A. Competency-based nursing: Reducing cost while maintaining or improving quality. J. Competency-Based Educ. 2021, 6, e1247. [Google Scholar] [CrossRef]
- Giddens, J.; Douglas, J.P.; Conroy, S. The Revised AACN Essentials: Implications for Nursing Regulation. J. Nurs. Regul. 2022, 12, 16–22. Available online: https://www.journalofnursingregulation.com/article/S2155-8256(22)00009-6/fulltext (accessed on 20 April 2023). [CrossRef]
- Wolf, A. Adapting nursing programs to competency-based education. Nursing2021 2022, 52, 12–13. [Google Scholar] [CrossRef]
Number of Years as an RN | |
Std. Deviation | Min.–Max |
1.138 | 1–4 |
Highest Nursing Degree Held | |
Valid Percent | Cumulative Percent |
19.2 | 19.2 |
41.8 | 61 |
35.2 | 96.2 |
3.8 | 100 |
Current Work Status | |
Valid Percent | Cumulative Percent |
77.7 | 77.7 |
7.6 | 85.3 |
14.7 | 100 |
Current Position | |
Valid Percent | Cumulative Percent |
55.4 | 55.4 |
6.5 | 62 |
8.2 | 70.1 |
6.5 | 76.6 |
13.6 | 90.2 |
9.8 | 100 |
Specialty Certification | |
Valid Percent | Cumulative Percent |
44.6 | 44.6 |
55.4 | 100 |
Institution Type (Where employed from March to June 2020) | |
Valid Percent | Cumulative Percent |
34.8 | 37.8 |
35.9 | 70.7 |
12 | 82.7 |
17.3 | 100 |
Respondents Felt: | Prepared | Would Have Prepared | ||||
---|---|---|---|---|---|---|
Competency | Frequency | Valid % | Cumulative % | Frequency | Valid % | Cumulative % |
Infection Control | 27 | 30.3 | 30.3 | 35 | 38 | 38 |
Emergency Management | 20 | 22.5 | 52.8 | 17 | 18.5 | 56.5 |
COVID-19 Patient Management | 13 | 14.6 | 67.4 | 11 | 12 | 68.5 |
None | 10 | 11.2 | 78.7 | 21 | 22.8 | 91.3 |
Other | 19 | 21.3 | 100 | 8 | 8.7 | 100 |
Dependent Variable | Predictive Efficiency | Independent Variables | Unstandardized Coefficients | Standardized Coefficients | Statistical Significance |
---|---|---|---|---|---|
Agreement from nurses that the competency validation or education they received prepared them for nursing during the COVID-19 pandemic (1 = strong disagreement to 6 = strong agreement that they felt prepared) | F = 2.438 (p = 0.004) R2 = 0.363 Adjusted R2 = 0.214 | Highest Degree | 0.548 | 0.298 | 0.020 |
Years as an RN | −0.187 | −0.142 | 0.320 | ||
Work Status-FT in 2+ facilities | 0.375 | 0.067 | 0.510 | ||
Other Work Status | 1.175 | 0.256 | 0.011 | ||
Nurse Manager | 0.595 | 0.119 | 0.260 | ||
Nurse Educator | −0.337 | −0.060 | 0.591 | ||
Executive Leadership | −1.057 | −0.211 | 0.071 | ||
Advance Practice Nurse | 0.180 | 0.046 | 0.722 | ||
Other Position | 1.170 | 0.194 | 0.081 | ||
Specialty Cert. | −0.192 | −0.065 | 0.545 | ||
Works at Teaching Hosp. | −0.228 | −0.075 | 0.509 | ||
Works at Clinic | −0.334 | −0.078 | 0.501 | ||
Other Work Location | 0.347 | 0.081 | 0.468 | ||
Years at Facility | 0.127 | 0.104 | 0.457 | ||
Competency Prep. On Hire | −0.118 | −0.033 | 0.774 | ||
Competency Prep. Some Other Time | −0.230 | -0.057 | 0.584 | ||
Face to Face competency validation | 0.062 | 0.017 | 0.869 | ||
Core Competencies for High-Risk Skills | 1.177 | 0.399 | 0.000 |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
McGarity, T.; Monahan, L.; Acker, K.; Pollock, W. Nursing Graduates’ Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education. Behav. Sci. 2023, 13, 553. https://doi.org/10.3390/bs13070553
McGarity T, Monahan L, Acker K, Pollock W. Nursing Graduates’ Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education. Behavioral Sciences. 2023; 13(7):553. https://doi.org/10.3390/bs13070553
Chicago/Turabian StyleMcGarity, Tammy, Laura Monahan, Katelijne Acker, and Wendi Pollock. 2023. "Nursing Graduates’ Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education" Behavioral Sciences 13, no. 7: 553. https://doi.org/10.3390/bs13070553
APA StyleMcGarity, T., Monahan, L., Acker, K., & Pollock, W. (2023). Nursing Graduates’ Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education. Behavioral Sciences, 13(7), 553. https://doi.org/10.3390/bs13070553