School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.
J Adv Nurs. 2020 Jan;76(1):199-208. doi: 10.1111/jan.14222. Epub 2019 Oct 28.
To identify clusters based on graduating nursing students' self-reported professional competence and their achievement on a national examination. Furthermore, to describe and compare the identified clusters regarding sample characteristics, students' perceptions of overall quality of the nursing programme, and students' general self-efficacy (GSE).
A cross-sectional study combining survey data and results from a national examination.
Data were collected at two universities and one university college in Sweden in January 2017, including 179 students in the final term of the nursing programme. The study was based on the Nurse Professional Competence Scale, the GSE scale, and results from the National Clinical Final Examination. A two-step cluster analysis was used to identify competence profiles, followed by comparative analyses between clusters.
Three clusters were identified illustrating students' different competence profiles. Students in Clusters 1 and 2 passed the examination, but differed in their self-assessments of competence, rating themselves under and above the overall median value, respectively. Students in Cluster 3 failed the examination but rated themselves at the overall median level or higher.
The study illustrates how nursing students' self-assessed competence might differ from competency assessed by examination, which is challenging for nursing education. Self-evaluation is a key learning outcome and is, in the long run, essential to patient safety.
The study has identified clusters of students where some overestimate and others underestimate their competence. Students who assessed their competence low but passed the exam assessed their GSE lower than other students. The findings illuminate the need for student-centred strategies in nursing education, including elements of self-assessment in relation to examination to make the students more aware of their clinical competence.
根据护理专业毕业生自我报告的专业能力以及他们在全国考试中的成绩，对学生进行分组。此外，描述和比较不同群体的样本特征、学生对护理课程整体质量的看法以及学生的一般自我效能感（GSE）。
结合调查数据和全国考试结果的横断面研究。
2017 年 1 月，在瑞典的两所大学和一所大学学院收集了数据，包括护理课程最后一学期的 179 名学生。该研究基于护士专业能力量表、GSE 量表以及国家临床期末考试结果。采用两步聚类分析确定能力概况，然后对各聚类组进行比较分析。
确定了三个具有不同能力概况的群体。集群 1 和 2 的学生通过了考试，但自我评估的能力不同，分别低于和高于总体中位数。集群 3 的学生考试不及格，但自我评估处于或高于总体中位数。
研究表明，护理学生的自我评估能力可能与考试评估的能力不同，这对护理教育提出了挑战。自我评价是一个关键的学习成果，从长远来看，对患者安全至关重要。
该研究确定了一些学生高估自己的能力，而另一些学生低估自己的能力的群体。那些自我评估能力较低但通过考试的学生，他们的 GSE 评估低于其他学生。研究结果表明，护理教育需要以学生为中心的策略，包括自我评价与考试相关的元素，以使学生更清楚地了解自己的临床能力。
