ArticleInternational journal of nursing studies advances2026
Nurses' Professional Performance: The Development and Evaluation of a Formative Workplace-Based Self-Assessment Instrument.
Article in International journal of nursing studies advances, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Workplace-based performance assessment and feedback are essential for nurses' development, helping to close the gap between their expertise and the requirements of their job roles and guiding the development of their expertise. Mismatches can lead to challenges, including lower-quality care, reduced job satisfaction, work stress, burnout, and early job turnover. In this study, a formative workplace-based performance assessment is developed to address this gap. Aim: To develop and evaluate a workplace-based, development-oriented performance assessment instrument concerning nurses' professional tasks from beginner to expert levels. Design: Instrument construction followed an iterative design based on the Evidence-Centered Design (ECD) Model of Mislevy (2012). This approach addressed the 'Eight Validity Challenges' outlined by Mislevy (2016) related to the design, modeling, scoring, and scale development of nurses' professional performance. Methods: The Formative Assessment for Nurses' Professional Performance (FAN) instrument was developed in the Netherlands using the Evidence-Centered Design Model and 'Eight Validity Challenges'. Initial indicators were derived from participation, observation, literature searches, and analysis of nurses' tasks. Several independent, experienced professionals reviewed the content and provided feedback. During development, multiple analyses were conducted to assess reliability and validity, including Exploratory Factor Analysis, reliability analysis, Item Content Validity, Pearson's correlation, Generalized Partial Credit Model, Confirmatory Factor Analysis, independent-samples t-tests, ANOVA, and paired-samples t-tests. Results: The Formative Assessment for Nurses' Professional Performance instrument, developed using the Evidence-Centered Design Model, comprises three job domains, 21 subscales, and 93 items that span the broad scope of nurses' work. It assesses nurses' professional performance tasks from beginner to expert levels and identifies their development needs. The instrument was completed by 5,411 nurses across various roles and workplace settings in 22 hospitals and two rehabilitation centers in the Netherlands. It consistently demonstrated confirmatory factor loadings above .50, Cronbach's alpha coefficients above .70, and discrimination coefficients above 1.0. Expected differences by educational level, job role, and workplace setting were tested statistically. All 'Eight Validity Challenges' for educational assessment development were integrated. Conclusion: This study provides strong evidence for the validity, reliability, and feasibility of the Formative Assessment for Nurses' Professional Performance among nurses across different educational levels, job roles, and workplace settings across a variety of hospitals and rehabilitation centers in the Netherlands. The workplace-based self-assessment measures nurses' professional performance, identifies gaps, and supports professional development and workforce reform at both the team and organizational levels. It also provides direction for aligning organizational goals with nurses' goals.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.