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Variables Affecting Nursing Students’ Competency Scores
When an undergraduate nursing student goes in to take a competency test, their performance can be affected by multiple factors. The student could be influenced by how they chose to prepare for the exam, how they were feeling at the time of the test, or even their lifestyle (Cherry & Jacob, 2002). Anxiety that is displayed by a student while testing could be explained as a lack of understanding of the skill needed to be performed, but this may be a false accusation because of the anxiety the student is feeling (Pfeil, 2003). In addition, the way that nursing students may have used their materials to prepare for skills testing also could have an effect their final scoring. Therefore, students should utilize materials, such as simulators, to assist in their training for an individual skill (Issenberg, Obeso, & Scalese, 2007).
Students do realize that their study habits may impact their grades; however, most undergraduate students still do not utilize their textbooks (Berry, Cook, Hill, & Stevens, 2011). Though some nursing students may utilize all of their study materials provided to them they may still score lower on their competency testing due to their lifestyle or anxiety. Statistically, nursing students are shown to have significantly higher test anxiety in comparison to the general population of high school and undergraduate students (Driscoll, Evans, Ramsey, & Wheeler, 2009). However, with different people come different learning needs, though, nursing students will be assisted in the classroom as well in the clinical setting or skills lab through the use of technology and lab modules which have proved to benefit nursing students and lower their anxiety (Edwa...
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...line, 8(2), 1-20. Retrieved 29 Feb 2012 from http://www.thejeo.com/Archives/Volume8Number2/EdwardsandOConnorPaper.pdf
Pfeil, M. (2003). Assessing the clinical skills performance of nursing students. Journal of Child Health Care, 7(3), 191-206. doi:10.1177/13674935030073005
Scalese, R.J., Obese, V.T., & Issenberg, S.B. (2007). Simulation technology for skills training and competency assessment in medical education. Innovations in Education,46-49. doi: 10.1007/s11606-007-0283-4
Sullivan-Mann, J., Perron, C.A., & Fellner, A.N. (2009). The effects of simulation on nursing students’ critical thinking scores: A quantitative study. Newborn and Infant Nursing Reviews,9(2), 111-115. doi: 10.1053/j.nainr.2009.03.006
The INASCL Board of Directors. (2011). Standards of best practice: Simulation. Clinical Simulation in Nursing, 7(4s), s3-s19. doi:10.1016/j.ecns.2011.05.011
Association, A. N. (2010). Nursing Scope and Standards of Practice. (2nd ed.) Maryland: American Nurses Association. Retrieved January 20, 2014 from http://media.wix.com/ugd/8c99f2_4fde86431966e34f2e03bbb137edfee3.pdf
Theisen, J. L., & Sandau, K. E. (2013). Competency of new graduate nurses: A review of their weaknesses and strategies for success. Journal of Continuing Education in Nursing, 44(9), 406. doi:10.3928/00220124-20130617-38
The skills acquisition concept poses a backwards movement in progress. The competent nurse in this case steps backward down the ladder to the novice level as an NP. Moreover, learning new skills, knowledge, and methods of treatment may technically be a step forward in a person’s career, but it is a step backwards in confidence and experience. The transition theory suggests transition as a never-ending process. The success of this course depends on a person’s support system and methods for coping. The transition theory has three stages: moving in, moving through and moving out. The moving in stage would be entering graduate education. Moving through is the process of completing classes and clinical time. The final stage, moving out, is beginning the first position as an NP. Successfully transitioning through these stages is heavily reliant on support, self-awareness and coping mechanisms. For instance, failure to begin the transition phase in graduate school is a prediction of the inability to properly shift into the role of NP (Poronsky,
Realistically, most students are not privy to the winding journey of a nursing career. Students learn how to bathe, medicate, feed, assess, and some psychosocial concepts. However, there is no class that teaches or can teach students how to stand back and watch your patients struggle to help themselves, how to face your own mortal...
Nelson, J., Apenhorst, D., Carter, L., Mahlum, E., & Schneider, J., (2004) Coaching for Competence. Medsurg Nursing, 13(1), 32-35.
There is only so much an individual can learn from a textbook or classroom setting when it comes to nursing. Although clinical practicums are mandatory with any nursing program one can only retain so much in such a short timeframe. Student nurses mostly focus on completing their care plans and any other mandatory assignment related to their clinical experience. With that being said new graduates become novice nurses on the level of clinical practice. Patricia Benner discussed the education and experience levels of nurses by utilizing five significant stages. These stages include novice, advance beginner, competent, proficient, and expert. The ultimate goal for all nurses should
Across the nation many nursing programs are facing clinical site shortages for their students. The hardest hit population is the license vocational nursing (LVN) students. Many hospitals are trending toward achieving “Magnet Status” for their institutions. Therefore, LVN students are no longer allowed to complete their clinical training in several hospitals. This action forces many nursing programs to seek alternative methods of clinical instruction. In years past simulation training was used as an aid to facilitate learning. Today, for many nursing programs scenario based simulation is the only option for learning patient care.
In this Learning Style essay, I reflect on an experience during my practicum where a conflict with a superior allowed me to see both the positive aspects and hindrances in my learning style. These nuances in my learning style, which I gained more insight of with the LSI and LCS, have allowed me to critically analyze how I will make my learning as a nursing student more effective.
Although these changes bring about concerns with the traditional nursing community, technological advances have pushed the medical field far beyond the ideas of early traditional medicine. From high resolution CAT scans to computer check in systems nursing continues to change. These advances have incorporated into the way nursing education is taught. The Sim Man allows for students to witness and participate in the possible outcomes of the correct and incorrect ways of treating different diagnoses. This style of training also includes High Fidelity Simulation situations where actors play the roles of Doctors or Anesthetists allowing students the practice with other people in the medical field. This teaching technique is fairly new and controversial.
The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experiencing in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goal for each. I will also discuss the plan I created in order to successfully meet my learning needs prior to becoming an RPN, and
Clinical confidence, and independence are two components of nursing practice such that cannot be perfected through classroom education, self-study or by reading the evidence based literature. Throughout my nursing education, I have struggled with as many of clinical instructors have put it “being too hard on myself”. Morrell & Ridgway (2014) highlight how students’ perception of a lack of knowledge often contributes to ongoing anxiety. My tendency of being highly critical of my abilities, and having a consistent sense of anxiety associated with practicing independently has been an ongoing challenge for me. Reflecting upon how I have coped with the challenges of developing, and maintaining clinical confidence is
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
In conclusion, Martha’s Roger Evolution Concept Analysis on nurse competency has helped novice nurses become well rounded competent nurses, there is a need to establish a standard definition of what a competent nurse looks and acts like (Smith, 2012). Once the State Board of Nursing establishes a universal definition of nursing competency, then all nursing curricula can teach in a manner that will help new grads transition smoothly into the hospital setting with little hiccups, and the time required from a novice to a competent nurse will decrease (Smith,
With technology moving so quickly within the medical and nursing fields it is vital to embrace new and innovative ways to learn how to care for a patient. A nurse or nursing student is faced with the ever growing challenge of keeping up with new technologies. A fairly new way to gain education and build upon skills is with the use of simulated based learning. With the use a simulated nursing environment a student will be able to increase their level of understanding of new skills and technologies; this great resource has three major forms of real-life reproduction, can be used in many different areas of nursing, provides a means to evaluate a student’s understanding and demonstration of a skill, and eliminates the potential for harming a patient. With all education, the ultimate goal of mastering a specific trade or skill is the wanted end result. Simulated based education is a method that can be used within the field of nursing to accomplish this goal.
Nursing skills are used in every nursing setting that is known. These are specific skills that guide and give the true definition of nursing. Throughout my visits to different houses with the home health nurse assigned to me I noticed that nursing assessment was one skill that was needed. One of the patients had broken ribs due to a surgery and needed to wear a brace. The nurse asked if it was okay to assess her and she said it would be fine. The nurse pulled out a stethoscope and some gloves. She began by listening