Evaluating clinical competence assessment.

AIM: To evaluate clinical competence assessment in pre-registration BSc nursing programmes in one geographical area in the Republic of Ireland.
METHOD: A mixed method approach comprising focus group interviews and survey questionnaires was used. The sample comprised preceptors and nursing students across three disciplines of nursing--general, mental health and intellectual (learning) disability. Methods of analysis were thematic analysis and the Statistical Package for Social Sciences (SPSS) (Version 15).
RESULTS: Students' and preceptors' views of competence assessment and the process of competence assessment are reported. The study focused on language complexity, the assessment framework, the amount of time allocated for interviews and achievement of purpose. The main conclusions were that language needs to be user-friendly, the process needs to be easy to follow and all aspects of clinical competence must be assessed. The response rate from students was 87% but the preceptor response rate was lower (30%).
CONCLUSION: Competence based assessment in the clinical environment is a core component of pre-registration nurse education programmes. Competing demands in the clinical environment challenge both the student and preceptor during the competence assessment process.