Student competency perceptions from associate degree to bachelor degree completion

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)581-590
Number of pages10
JournalJournal of Nursing Education
Volume56
Issue number10
DOIs
StatePublished - Oct 1 2017

Fingerprint

bachelor
Students
Curriculum
curriculum evaluation
Benchmarking
student
communication ethics
Research Personnel
health care
Patient Care Team
Nursing Education
education curriculum
coaching
Self Care
self-assessment
Ethics
nursing
Communication
Learning
leadership

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

Student competency perceptions from associate degree to bachelor degree completion. / Northrup-Snyder, Kathlynn; Menkens, Renee; Dean, Miriam.

In: Journal of Nursing Education, Vol. 56, No. 10, 01.10.2017, p. 581-590.

Research output: Contribution to journalArticle

@article{265c67581e614e06a716f0b91a13e56e,
title = "Student competency perceptions from associate degree to bachelor degree completion",
abstract = "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.",
author = "Kathlynn Northrup-Snyder and Renee Menkens and Miriam Dean",
year = "2017",
month = "10",
day = "1",
doi = "10.3928/01484834-20170918-02",
language = "English (US)",
volume = "56",
pages = "581--590",
journal = "The Journal of nursing education",
issn = "0148-4834",
publisher = "Slack Incorporated",
number = "10",

}

TY - JOUR

T1 - Student competency perceptions from associate degree to bachelor degree completion

AU - Northrup-Snyder, Kathlynn

AU - Menkens, Renee

AU - Dean, Miriam

PY - 2017/10/1

Y1 - 2017/10/1

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.

UR - http://www.scopus.com/inward/record.url?scp=85031509028&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85031509028&partnerID=8YFLogxK

U2 - 10.3928/01484834-20170918-02

DO - 10.3928/01484834-20170918-02

M3 - Article

C2 - 28972627

AN - SCOPUS:85031509028

VL - 56

SP - 581

EP - 590

JO - The Journal of nursing education

JF - The Journal of nursing education

SN - 0148-4834

IS - 10

ER -