TY - JOUR
T1 - Student competency perceptions from associate degree to bachelor degree completion
AU - Northrup-Snyder, Kathlynn
AU - Menkens, Renee’ M.
AU - Dean, Miriam
N1 - Publisher Copyright:
© SLACK Incorporated.
PY - 2017/10
Y1 - 2017/10
N2 - Background: A curriculum evaluation gap was addressed by exploring the final year of the Oregon Consortium of Nursing Education (OCNE) curriculum through student perception of competency and benchmark proficiency. Method: Researchers used a mixed-methods design to explore RN to baccalaureate (RNBS) student self-assessment data on perceived benchmark proficiency. Students’ written statements were coded into four attainment categories, ranging from not attained to strong. Results: Researchers categorized strong attainment in the competencies of intentional learning, relationship-centered care, and clinical judgment, with moderate attainment in ethics, communication, health care team collaboration, and reflection on self-care. Competencies related to leadership, practicing within a broader health care system, and application of evidence in practice had limited attainment. Conclusion: The results support using attainment categories in the measurement of student self-reported competency. The findings could be used to support course and curriculum evaluation, student advising, and coaching, as well as to improve professional development opportunities for students moving through the curriculum.
AB - Background: A curriculum evaluation gap was addressed by exploring the final year of the Oregon Consortium of Nursing Education (OCNE) curriculum through student perception of competency and benchmark proficiency. Method: Researchers used a mixed-methods design to explore RN to baccalaureate (RNBS) student self-assessment data on perceived benchmark proficiency. Students’ written statements were coded into four attainment categories, ranging from not attained to strong. Results: Researchers categorized strong attainment in the competencies of intentional learning, relationship-centered care, and clinical judgment, with moderate attainment in ethics, communication, health care team collaboration, and reflection on self-care. Competencies related to leadership, practicing within a broader health care system, and application of evidence in practice had limited attainment. Conclusion: The results support using attainment categories in the measurement of student self-reported competency. The findings could be used to support course and curriculum evaluation, student advising, and coaching, as well as to improve professional development opportunities for students moving through the curriculum.
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U2 - 10.3928/01484834-20170918-02
DO - 10.3928/01484834-20170918-02
M3 - Article
C2 - 28972627
AN - SCOPUS:85031509028
SN - 0148-4834
VL - 56
SP - 581
EP - 590
JO - Journal of Nursing Education
JF - Journal of Nursing Education
IS - 10
ER -