Longitudinal Analysis of Postlicensure Student Competency Perceptions

Kathlynn Northrup-Snyder, Renee' Menkens, Sydnee Stoyles

    Research output: Contribution to journalArticle

    Abstract

    BACKGROUND: A longitudinal evaluation of the final year of the Oregon Consortium of Nursing Education (OCNE) curriculum was undertaken to explore students' perception of competency and benchmark proficiency. METHOD: A retrospective, longitudinal mixed-methods study of postlicensure students was tracked from the initial Transition course to the final Capstone course to evaluate levels of attainment. Researchers used previously developed language categories of attainment for each benchmark to determine perceived competence. RESULTS: Researcher analysis tested the narrative language of attainment levels using prior developed themes. Researchers coded student attainment levels in the Capstone course compared with the initial Transition course, with higher confidence for Competencies for Relationship-Centered Care and Clinical Judgment and lower confidence for Leadership and Population Care Competencies. CONCLUSION: This analysis provided a deeper understanding of RN-to-baccalaureate student confidence toward attaining 10 OCNE competencies, supporting the continued development of a curriculum to address areas of low perceived competence. Tracking these competencies may strengthen accreditation processes. [J Nurs Educ. 2019;58(9):510-518.].

    Original languageEnglish (US)
    Pages (from-to)510-518
    Number of pages9
    JournalThe Journal of nursing education
    Volume58
    Issue number9
    DOIs
    StatePublished - Sep 1 2019

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    Students
    Benchmarking
    Nursing Education
    confidence
    Research Personnel
    Curriculum
    Mental Competency
    nursing
    Language
    student
    Accreditation
    education curriculum
    language
    accreditation
    leadership
    narrative
    curriculum
    evaluation
    Population
    education

    ASJC Scopus subject areas

    • Nursing(all)
    • Education

    Cite this

    Longitudinal Analysis of Postlicensure Student Competency Perceptions. / Northrup-Snyder, Kathlynn; Menkens, Renee'; Stoyles, Sydnee.

    In: The Journal of nursing education, Vol. 58, No. 9, 01.09.2019, p. 510-518.

    Research output: Contribution to journalArticle

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    abstract = "BACKGROUND: A longitudinal evaluation of the final year of the Oregon Consortium of Nursing Education (OCNE) curriculum was undertaken to explore students' perception of competency and benchmark proficiency. METHOD: A retrospective, longitudinal mixed-methods study of postlicensure students was tracked from the initial Transition course to the final Capstone course to evaluate levels of attainment. Researchers used previously developed language categories of attainment for each benchmark to determine perceived competence. RESULTS: Researcher analysis tested the narrative language of attainment levels using prior developed themes. Researchers coded student attainment levels in the Capstone course compared with the initial Transition course, with higher confidence for Competencies for Relationship-Centered Care and Clinical Judgment and lower confidence for Leadership and Population Care Competencies. CONCLUSION: This analysis provided a deeper understanding of RN-to-baccalaureate student confidence toward attaining 10 OCNE competencies, supporting the continued development of a curriculum to address areas of low perceived competence. Tracking these competencies may strengthen accreditation processes. [J Nurs Educ. 2019;58(9):510-518.].",
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    AB - BACKGROUND: A longitudinal evaluation of the final year of the Oregon Consortium of Nursing Education (OCNE) curriculum was undertaken to explore students' perception of competency and benchmark proficiency. METHOD: A retrospective, longitudinal mixed-methods study of postlicensure students was tracked from the initial Transition course to the final Capstone course to evaluate levels of attainment. Researchers used previously developed language categories of attainment for each benchmark to determine perceived competence. RESULTS: Researcher analysis tested the narrative language of attainment levels using prior developed themes. Researchers coded student attainment levels in the Capstone course compared with the initial Transition course, with higher confidence for Competencies for Relationship-Centered Care and Clinical Judgment and lower confidence for Leadership and Population Care Competencies. CONCLUSION: This analysis provided a deeper understanding of RN-to-baccalaureate student confidence toward attaining 10 OCNE competencies, supporting the continued development of a curriculum to address areas of low perceived competence. Tracking these competencies may strengthen accreditation processes. [J Nurs Educ. 2019;58(9):510-518.].

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