Mock competencies: An intervention to improve student outcomes
View File(s)
- Author(s)
- Details
-
Jackie H. Jones, RN; Marcella Ziegler, RN, CPHQ; Diana M. Baughman, RN, FNP-C; Camille Payne, RN
- Sigma Affiliation
- Non-member
Visitor Statistics
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Country | Visits |
---|
Top Visiting Cities
City | Visits |
---|
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Jones, Jackie H. by View
Title | Page Views |
---|
Popular Works for Jones, Jackie H. by Download
Title | Downloads |
---|
View Citations
Citations
Session presented on Sunday, July 26, 2015:
Nursing students experience high levels of stress during their educational program. There is an abundance of literature that addresses the impact of stress in nursing students and the effect it has on their learning, performance, and overall well-being. The level of stress experienced by nursing students can have a negative impact on their ability to learn and their academic performance (Chernomas & Shapiro, 2013; Jimenez, Navia-Osorio, & Diaz, 2010). Stress can cause nursing students to question their abilities (Chernomas & Shapiro, 2013). Stress can cause students to feel high levels of anxiety, worry, anger, fear, depression, crying, irritability, feelings of rejection and inadequacy, as well as maladaptive behaviors such as increased consumption of alcohol and withdrawing from others (Reeve, Shumaker, Yearwood, Crowell, & Riley, 2013). High-stakes testing, where students are required to withdraw from the course or even the program of nursing if they are not successful, makes the experience even more stressful, and has been found to escalate stress-related behaviors, impact performance and overall well-being negatively even months before the testing occurs. The high level of stress related to testing has caused some students to question their decision to study nursing (Roykenes, Smith, & Larsen, 2014). Faculty in one nursing program with high stakes teaching and evaluation of psychomotor skills observed that students were exhibiting many behavioral signs of stress while undergoing competency testing. These signs included shaking hands, tears, and emotional outbursts. Faculty also noted a high percentage of student failures in first-round performance evaluations. Students were allowed three chances to pass the skills check-offs but if unsuccessful, were required to withdraw from the course. Withdrawing from the course delays progression or can even result in their termination in the nursing program. Faculty believed that the high number of first-round failures were, at least in part, caused by excessive stress and thought that by reducing stress, overall performance on the skills competencies would improve. The purpose of this presentation is to present research about a pedagogical strategy designed to reduce stress during high-stakes evaluation of nursing students' psychomotor skills. Lab faculty developed a creative pedagogical strategy designed to reduce stress with skills competencies without lowering standards of performance. Peer-to-peer evaluations in a simulated competency assessment were structured so that students participated in peer-to-peer 'Mock Competencies,' prior to undergoing faculty-led competency evaluations The Mock Competencies were set up much like faculty evaluations but student peers provided feedback on one another's performances. Students were provided skills guidelines to use as an assessment tool for each of the skills they might be required to perform. The purpose of this retrospective, descriptive study was to determine whether this pedagogical strategy had an impact on first-round pass rates for skills competency assessments. Pass rates for skill competency evaluations were compared in two clinical courses for four semesters prior to the implementation of Mock Competencies, and for four semesters following implementation. Significant improvement occurred in first-round pass rates in courses utilizing the Mock Competencies. Faculty also noted a reduction in stress-related behaviors. In course evaluations, students expressed that the Mock Competencies were beneficial for both learning and evaluation of psychomotor skills. These results have significant implications for nursing education. This intervention empowered students and was successful in improving both student performance on high-stakes psychomotor skills evaluations and in decreasing student stress.
Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.
Type | Presentation |
Acquisition | Proxy-submission |
Review Type | Abstract Review Only: Reviewed by Event Host |
Format | Text-based Document |
Evidence Level | N/A |
Research Approach | N/A |
Keywords | Nursing Education; Pedagogical Intervention; Stress in Nursing Students |
Name | 26th international Nursing Research Congress |
Host | Sigma Theta Tau International |
Location | San Juan, Puerto Rico |
Date | 2015 |
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Related items
Showing items related by title, author, creator and subjects.
-
Perceptions of nursing students of study abroad experiences
Payne, Camille; Dorman, Genie E. (2017-07-19)Purpose: The purpose of this research study was to explore nursing student perceptions of study abroad experiences. The findings of this study may help to guide faculty in developing new opportunities, and ... -
One million+ nurses become second victims annually: Nursing education's role in prevention?
Jones, Jackie H.; Treiber, Linda A. (2017-07-19)Purpose: Nurses function in fast-paced, stressful, complex, unpredictable environments. In these environments, errors are made. They are made by well-intentioned, conscientous nurses. The impact of that error-making has ... -
Dedicated education unit: An academia and clinical practice partnership aimed at improving outcomes
Jones, Cynthia L.; Scheckel, Martha M.; Forsyth, Diane; Johnson, LeAnn M.; McGuire, Jennifer M.; Chesak, Sherry S.; Meiers, Sonja J. (2017-03-03)Session presented on Saturday, March 18, 2017: The academic-practice gap is an area of concern when dealing with the education of future health care professionals. The transition from hospital-based training to academically ... -
Teaching student nurses about the lived experience of homeless people through a photovoice intervention
Kerber, Cindy H.; Jenkins, Sheryl Henry; Woith, Wendy M.; Astroth, Kim SchaferNursing educators are instrumental in conveying the need for respectful advocacy for the homeless to their students. This study tests a Photovoice intervention to teach nursing students about homelessness, thereby enhancing ... -
Incorporating online education modules with community clinical experiences to enhance cultural competency among student nurses
Jones, Uletha Marie; Salman, Khlood (2016-07-13)Session presented on Thursday, July 21, 2016 and Friday, July 22, 2016: Purpose: Cultural competency can be a challenging and overwhelming topic for students to understand. A West Florida Associate Degree Nursing Program ...