Exploration of competence in new graduate nurses
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Author Information
- Author(s)
- Details
-
Elizabeth Van Horn, PhD, RN, CNE, Associate Professor, Instructional Excellence Facilitator, UNC-Greensboro School of Nursing and Lynne P. Lewallen, PhD, RN, CNE, ANEF, Associate Dean for Academic Affairs, Professor, UNCG School of Nursing
- Sigma Affiliation
- Gamma Zeta
- Contributor Affiliation(s)
- The University of North Carolina at Greensboro, Greensboro, North Carolina, USA
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Abstract
The primary goal of nursing education programs is to graduate competent novices who are ready to begin their nursing careers. To achieve this goal, it is necessary to know how the employers of new graduates define competence. The primary aim of this study is to identify the definition and evaluation of competence of new graduate nurses in hospital settings.
Benner’s Novice to Expert theory guided the study (Benner, 2001). This descriptive study used a mixed methods research design, consisting of a quantitative online survey and qualitative interviews. The survey solicited information from hospital educators about their orientation processes, definition of competence, and the methods used to evaluate competence in the new graduate nurse. Surveys were sent to 142 hospitals in NC and 20 hospitals in the US with a nurse residency program accredited by the Commission on Collegiate Nursing Education. Sixty-eight surveys were returned with a response rate of 42%. Qualitative interviews were conducted via purposive sampling to further explore how competence in the new graduate nurse is identified and evaluated by orientation program directors and preceptors (N=30).
Concepts identified as important in defining competence included safety, critical thinking, resource utilization, knowledge of limitations, asking appropriate questions, and independent role functioning. Methods to evaluate competence in the new graduate nurse commonly included checklists or checkoffs for skills validation, competency-based measures, and evaluation by either a preceptor, educator, or clinical coach.
Participants identified the characteristics of a competent new graduate nurse to include the following: basic nursing care, seeing the big picture, communication, and personal characteristics, such as eager to learn. Participants identified characteristics of an incompetent graduate nurse as unsafe, not self-aware, and not showing progression. To improve competence for practice upon graduation, nurse educators can design learning activities that address these identified essential components of competence.
Description
Dr. Elizabeth Van Horn is a recipient of the Sigma/Chamberlain College of Nursing Education Research Grant from the 2018-2019 cohort.
Repository Posting Date
2021-08-18T20:47:41Z
Notes
The Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the Sigma grant. No further peer-review has taken place upon the completion of the Sigma grant final report and its appearance in this repository.
Type Information
Type | Research Study |
Acquisition | Self-submission |
Review Type | None: Sigma Grant Recipient Report |
Format | Text-based Document |
Category Information
Evidence Level | Descriptive/Correlational |
Research Approach | Mixed/Multi Method Research |
Keywords | Competence; New Graduate Nurses; Nursing Practice |
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Research Synthesis of the State of the Science on Clinical Evaluation in Nursing Education
Lewallen, Lynne Porter; Van Horn, Elizabeth R. (2016-03-29)Session presented on Saturday, April 9, 2016: The purpose of this NLN-funded study was to conduct a research synthesis to determine the state of the science related to clinical evaluation in nursing education programs. ... -
A Review of Instrumentation in Nursing Student Clinical Evaluation
Van Horn, Elizabeth R.; Lewallen, Lynne Porter (2016-04-05)Session presented on Saturday, April 9, 2016 and Friday, April 8, 2016: Clinical evaluation is key to ensuring nursing students' clinical competence, application of knowledge, and critical thinking, all of which are important ...