Lachmann Hanna, Nilsson Jan
Department of Health Sciences, The Swedish Red Cross University College, P.O. 1059, SE-141 21 Huddinge, Sweden; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, SE-171 77 Stockholm, Sweden.
Department of Health Sciences, Faculty of Health, Science, and Technology, Karlstad University, SE-651 88 Karlstad, Sweden; Department of Health Promotion Sciences, Sophiahemmet University, SE-114 86 Stockholm, Sweden.
Nurse Educ Today. 2021 Jan;96:104616. doi: 10.1016/j.nedt.2020.104616. Epub 2020 Oct 14.
Changes in demographics and the development of health systems have a direct impact on patients' nursing needs and nurses' ability to meet them. Modern and forward-looking nursing education programmes that will help nursing students to develop their professional competence require useful tools for assessment and self-reflection that can be combined in theoretical and clinical education.
To investigate the associations between the Nurse Professional Competence Scale - Short Form (NPC-SF), and the tool Assessment of Clinical Education (AssCE) tool, and to assess the graduating students´ professional competence based on their self-assessment.
A cross-sectional descriptive study design was used.
A total of 151 nursing students at a Swedish university college completed the NPC-SF and the AssCE (response rate 77%).
In their final weeks of the nursing programme, students were invited to respond to two questionnaires: the NPC Scale - Short Form (35 items) and the AssCE tool (21 items).
There are significant correlations between the nursing students' responses to the NPC-SF competence areas and the AssCE areas (r = 0.19-0.57). Students score in the NPC-SF were highest in Value-based Nursing Care and lowest in Development, Leadership and Organization of Nursing Care, and in the AssCE areas student scores were highest in Examination and treatment and Professional Approach and lowest in Management and Cooperation.
The NPC-SF and AssCE are valid and reliable instruments, showing a high level of correlation. Results imply that dual use could strengthen student-centred theoretical and clinical learning as well as professional competence development. Additional research is needed to assess student's competence development during the nursing program.
人口结构的变化和卫生系统的发展对患者的护理需求以及护士满足这些需求的能力产生直接影响。有助于护理专业学生培养专业能力的现代且具有前瞻性的护理教育项目需要可用于评估和自我反思的实用工具，这些工具可整合到理论和临床教育中。
研究护士专业能力量表简表（NPC-SF）与临床教育评估（AssCE）工具之间的关联，并根据自评评估即将毕业学生的专业能力。
采用横断面描述性研究设计。
瑞典一所大学学院的151名护理专业学生完成了NPC-SF和AssCE（回复率77%）。
在护理课程的最后几周，邀请学生回答两份问卷：NPC量表简表（35项）和AssCE工具（21项）。
护理专业学生对NPC-SF能力领域和AssCE领域的回答之间存在显著相关性（r = 0.19 - 0.57）。学生在NPC-SF中的得分在基于价值的护理方面最高，在护理发展、领导力和组织方面最低；在AssCE领域，学生得分在检查与治疗以及专业方法方面最高，在管理与合作方面最低。
NPC-SF和AssCE是有效且可靠的工具，显示出高度相关性。结果表明，双重使用这两种工具可以加强以学生为中心的理论和临床学习以及专业能力发展。需要进一步研究以评估护理课程期间学生的能力发展情况。
