评估本科护生的专业能力：一项探索性研究。
Assessing Professional Competencies Among Undergraduate Nurses: An Exploratory Study.
机构信息
About the Authors The authors are nurse faculty in Jordan. Mohammed Suliman, PhD, RN, is an associate professor, Community and Mental Health Department, Faculty of Nursing, Al al-Bayt University, Mafraq, Jordan. Maen Aljezawi, PhD, RN, is an associate professor, Community and Mental Health Department, Faculty of Nursing, Al al-Bayt University. Loai Tawalbeh, PhD, RN, is a full professor, Adult Health Department, Faculty of Nursing, Al al-Bayt University and a professor, Critical Care Nursing, Fakeeh College For Medical Sciences, Saudi Arabia. Wafa'a Ta'an, PhD, RN, is an associate professor, Community and Mental Health Department, Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan. Asem Abdalrhim, PhD, RN, is an assistant professor, Community and Mental Health Department, Faculty of Nursing, Al al-Bayt University. Mohammed AlBashtawy, PhD, RN, is a full professor, Community and Mental Health Department, Faculty of Nursing, Al al-Bayt University. Abdullah Alkhawaldeh, PhD, RN, is an associate professor, Community and Mental Health Department, Faculty of Nursing, Al al-Bayt University. For more information, contact Dr. Suliman at
出版信息
Nurs Educ Perspect. 2023;44(3):E10-E14. doi: 10.1097/01.NEP.0000000000001074. Epub 2022 Nov 11.
AIM
The study aimed to identify nursing students' professional competencies and examine which factors of the clinical learning environment affect these competencies.
BACKGROUND
Professional competencies are vital for the quality and safety of nursing practice. The learning environment is important for the development of professional competencies.
METHOD
Data were collected from 178 nursing students using the Clinical Learning Environment and Supervision Scale and the Nursing Professional Competencies Scale-Short Form.
RESULTS
The highest competency was achieved in value-based nursing care; the lowest competency was achieved in development, leadership, and organization of nursing. Factors such as positive pedagogical atmosphere, nursing care on the ward, and good supervisory relationship affected learning and, in turn, improved professional competencies.
CONCLUSION
The results establish a link between the clinical environment and reported professional competencies, leading to a call for more focused coverage of these factors in the academic curricula.
目的
本研究旨在确定护理学生的专业能力，并探讨临床学习环境的哪些因素会影响这些能力。
背景
专业能力对于护理实践的质量和安全至关重要。学习环境对于专业能力的发展很重要。
方法
使用临床学习环境和监督量表以及护理专业能力量表-短式表，从 178 名护理学生中收集数据。
结果
在基于价值观的护理方面，学生的能力最高；在护理的发展、领导和组织方面，学生的能力最低。积极的教学氛围、病房护理和良好的监督关系等因素会影响学习，从而提高专业能力。
结论
研究结果在临床环境和报告的专业能力之间建立了联系，这就需要在学术课程中更集中地涵盖这些因素。
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