Developing a New Clinical Competence Assessment Tool for Student Nurses: Improving Pedagogical Practice

Abstract

The World Health Organisation (WHO) advocates for a global, competent, nursing work-force. Undertaking research to improve the competence of new graduate nurses entering practice is identified as a priority for undergraduate education providers (WHO, 2009). In New Zealand (NZ) the nursing profession is regulated by the Nursing Council of New Zealand (NCNZ). To qualify to practice as a registered nurse (RN), student nurses must complete a Bachelor of Nursing (BN) degree. In this three-year programme of study, student nurses must develop the required competencies to enter the RN scope of practice. This thesis reports on an action research study undertaken in a BN programme in NZ. The aim of the study was to develop a new student clinical competence assessment tool. The key participant groups in the study were the student nurses, and nurse lecturers, from the programme, and registered nurses in the clinical area who were preceptors for student nurses completing clinical placements. The central research question asked: What factors do lecturers, preceptors and students perceive as important to design, and develop a clinical competence assessment tool for student nurses? A total of three action cycles were completed, using a series of focus group interviews to collect data to evaluate the current assessment tool, and collaboratively design a new tool to meet the participants’ needs and the required programme standards. The new tool was trialled with the participants, and then evaluated with recommendations to refine the tool for introduction into this programme. The study findings indicated the need for the new tool to authentically assess students’ clinical competence, and further guide students’ clinical practice development. In addition, the new tool had to be integrated into the BN programme curriculum, and the model of nursing education. The study made recommendations in the areas of clinical learning, educational practice, and research.