AIM: To measure competence, self-reported competence and self-efficacy; explore any differences between cohorts and student entry criteria; and explore the relationship between competence, self-reported competence, support and self-efficacy. METHOD: All students undertook a three-station objective structured clinical examination (OSCE) and had previously completed a questionnaire, which included measures of self-reported competence, support and self-efficacy. The performance of two single year cohorts enabled measurement of competence development and progression. RESULTS: Students were competent in the core generalist skills of communication and hand decontamination but demonstrated low levels of numeracy. CONCLUSION: Doubts are raised about the explanatory value or practical use of social cognitive theory in pre-registration curricula and questions are raised about the value of self-reported competence. This has implications for nursing and midwifery curricula, which emphasise the importance of self-assessment.
AIM: To measure competence, self-reported competence and self-efficacy; explore any differences between cohorts and student entry criteria; and explore the relationship between competence, self-reported competence, support and self-efficacy. METHOD: All students undertook a three-station objective structured clinical examination (OSCE) and had previously completed a questionnaire, which included measures of self-reported competence, support and self-efficacy. The performance of two single year cohorts enabled measurement of competence development and progression. RESULTS: Students were competent in the core generalist skills of communication and hand decontamination but demonstrated low levels of numeracy. CONCLUSION: Doubts are raised about the explanatory value or practical use of social cognitive theory in pre-registration curricula and questions are raised about the value of self-reported competence. This has implications for nursing and midwifery curricula, which emphasise the importance of self-assessment.
Authors: Lucie M T Byrne-Davis; Eleanor R Bull; Amy Burton; Nimarta Dharni; Fiona Gillison; Wendy Maltinsky; Corina Mason; Nisha Sharma; Christopher J Armitage; Marie Johnston; Ged J Byrne; Jo K Hart Journal: Global Health Date: 2017-06-12 Impact factor: 4.185