Kersti Theander1, Bodil Wilde-Larsson2, Marianne Carlsson3, Jan Florin4, Ann Gardulf5, Eva Johansson6, Christina Lindholm7, Gun Nordström8, Jan Nilsson9. 1. Faculty of Health, Science, and Technology, Department of Health Sciences, Karlstad University, Karlstad, Sweden. Electronic address: kersti.theander@kau.se. 2. Faculty of Health, Science, and Technology, Department of Health Sciences, Karlstad University, Karlstad, Sweden; Faculty of Public Health, Department of Nursing and Mental Health, Hedmark University College, Hedmark, Norway. Electronic address: Bodil.wilde@kau.se. 3. Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden; Faculty of Health and Occupational Studies, University of Gavle, Gavle, Sweden. Electronic address: marianne.carlsson@pubcare.uu.se. 4. School of Education, Health and Social Studies, Dalarna University, Falun, Sweden. Electronic address: jfl@du.se. 5. The Unit for Clinical Nursing Research and for Clinical Research in Immunotherapy, Division of Clinical Immunology, Department of Laboratory Medicine, Karolinska Institute at Karolinska University Hospital, Huddinge, Stockholm, Sweden; The Japan Red Cross Institute for Humanitarian Studies, Tokyo, Japan. Electronic address: ann.gardulf@ki.se. 6. The Unit for Clinical Nursing Research and for Clinical Research in Immunotherapy, Division of Clinical Immunology, Department of Laboratory Medicine, Karolinska Institute at Karolinska University Hospital, Huddinge, Stockholm, Sweden; The Japan Red Cross Institute for Humanitarian Studies, Tokyo, Japan. Electronic address: jle@du.se. 7. Sophiahemmet University, Stockholm, Sweden. Electronic address: c.lindholm@telia.com. 8. Faculty of Health, Science, and Technology, Department of Health Sciences, Karlstad University, Karlstad, Sweden; Faculty of Public Health, Department of Nursing and Mental Health, Hedmark University College, Hedmark, Norway. Electronic address: gun.nordstrom@gmail.com. 9. Faculty of Health, Science, and Technology, Department of Health Sciences, Karlstad University, Karlstad, Sweden; The Japan Red Cross Institute for Humanitarian Studies, Tokyo, Japan. Electronic address: nilj@kau.se.
Abstract
BACKGROUND: Nursing competence is of significant importance for patient care. Newly graduated nursing students rate their competence as high. However, the impact of different designs of nursing curricula on nursing students' self-reported nursing competence areas is seldom reported. OBJECTIVES: To compare newly graduated nursing students' self-reported professional competence before and after the implementation of a new nursing curriculum. The study had a descriptive comparative design. Nursing students, who graduated in 2011, having studied according to an older curriculum, were compared with those who graduated in 2014, after a new nursing curriculum with more focus on person-centered nursing had been implemented. SETTING: A higher education nursing program at a Swedish university. PARTICIPANTS: In total, 119 (2011 n=69, 2014 n=50) nursing students responded. METHODS: Nursing students' self-reported professional competencies were assessed with the Nurse Professional Competence (NPC) scale. RESULTS: There were no significant differences between the two groups of nursing students, who graduated in 2011 and 2014, respectively, with regard to age, sex, education, or work experience. Both groups rated their competencies as very high. Competence in value-based nursing was perceived to be significantly higher after the change in curriculum. The lowest competence, both in 2011 and 2014, was reported in education and supervision of staff and students. CONCLUSIONS: Our findings indicate that newly graduated nursing students - both those following the old curriculum and the first batch of students following the new one - perceive that their professional competence is high. Competence in value-based nursing, measured with the NPC scale, was reported higher after the implementation of a new curriculum, reflecting curriculum changes with more focus on person-centered nursing.
BACKGROUND: Nursing competence is of significant importance for patient care. Newly graduated nursing students rate their competence as high. However, the impact of different designs of nursing curricula on nursing students' self-reported nursing competence areas is seldom reported. OBJECTIVES: To compare newly graduated nursing students' self-reported professional competence before and after the implementation of a new nursing curriculum. The study had a descriptive comparative design. Nursing students, who graduated in 2011, having studied according to an older curriculum, were compared with those who graduated in 2014, after a new nursing curriculum with more focus on person-centered nursing had been implemented. SETTING: A higher education nursing program at a Swedish university. PARTICIPANTS: In total, 119 (2011 n=69, 2014 n=50) nursing students responded. METHODS: Nursing students' self-reported professional competencies were assessed with the Nurse Professional Competence (NPC) scale. RESULTS: There were no significant differences between the two groups of nursing students, who graduated in 2011 and 2014, respectively, with regard to age, sex, education, or work experience. Both groups rated their competencies as very high. Competence in value-based nursing was perceived to be significantly higher after the change in curriculum. The lowest competence, both in 2011 and 2014, was reported in education and supervision of staff and students. CONCLUSIONS: Our findings indicate that newly graduated nursing students - both those following the old curriculum and the first batch of students following the new one - perceive that their professional competence is high. Competence in value-based nursing, measured with the NPC scale, was reported higher after the implementation of a new curriculum, reflecting curriculum changes with more focus on person-centered nursing.
Authors: Carmen Romo-Barrientos; Juan José Criado-Álvarez; Jaime González-González; Isabel Ubeda-Bañon; Alicia Flores-Cuadrado; Daniel Saiz-Sánchez; Antonio Viñuela; Jose Luis Martin-Conty; Teresa Simón; Alino Martinez-Marcos; Alicia Mohedano-Moriano Journal: BMC Med Educ Date: 2020-04-09 Impact factor: 2.463