ArticleScandinavian journal of caring sciences2014
Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence.
Article in Scandinavian journal of caring sciences, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed.
- A comparative study of nurses' competencies in integrating religion/spirituality into patient care.BMC health services research · 2025Article
- The level of competence of graduating nursing students in 10 European countries-Comparison between countries.Nursing open · 2021Article
- The development and testing of the C/WoundComp instrument for assessing chronic wound-care competence in student nurses and podiatrists.International wound journal · 2021Article
- [Nurses and Nursing Students' Recognition of Good Instruction].Journal of Korean Academy of Nursing · 2020Article
- Newly graduated nurses' empowerment regarding professional competence and other work-related factors.BMC nursing · 2016Article
- Oncology Nurse Managers' Perceptions of Palliative Care and End-of-Life Communication.Journal of pediatric oncology nursing : official journal of the Association of Pediatric Oncology NursesArticle
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThis study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice-theory gap.
designA cross-sectional, comparative design using the Nurse Competence Scale was applied. SUBJECTS: The sample comprised nurse educators (n = 86) and nurse managers (n = 141).
methodsDescriptive and inferential statistics were used in the data analysis.
main outcome measuresEducators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p < 0.001). The biggest correspondence between educators' and mangers' assessments were in competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses' fitness for practice.
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Registered trials
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