Competence evaluation processes for nursing students abroad

Findings from an international case study

Cristina Tommasini, Beata Dobrowolska, Danuta Zarzycka, Claudia Bacatum, Anne Marie Gran Bruun, Dag Korsath, Siv Roel, Mette Bro Jansen, Tine Milling, Anne Deschamps, Stefanos Mantzoukas, Christine Mantzouka, Alvisa Palese

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Background
Assessing clinical competence in nursing students abroad is a challenge, and requires both methods and instruments capable of capturing the multidimensional nature of the clinical competences acquired.

Objectives
The aim of the study was to compare the clinical competence assessment processes and instruments adopted for nursing students during their clinical placement abroad.

Design
A case study design was adopted in 2015.

Setting and Participants
A purposeful sample of eight nursing programmes located in seven countries (Belgium, Denmark, Greece, Norway, Poland, Portugal and Italy) were approached.

Methods
Tools as instruments for evaluating competences developed in clinical training by international nursing students, and written procedures aimed at guiding the evaluation process, were scrutinised through a content analysis method.

Findings
All clinical competence evaluation procedures and instruments used in the nursing programmes involved were provided in English. A final evaluation of the competences was expected by all nursing programmes at the end of the clinical placement, while only four provided an intermediate evaluation. Great variability emerged in the tools, with between five and 88 items included. Through content analysis, 196 items emerged, classified into 12 different core competence categories, the majority were categorised as ‘Technical skills’ (=60), ‘Self-learning and critical thinking’ (=27) and ‘Nursing care process’ (=25) competences. Little emphasis was given in the tools to competences involving ‘Self-adaptation’, ‘Inter-professional skills’, ‘Clinical documentation’, ‘Managing nursing care’, ‘Patient communication’, and ‘Theory and practice integration’.

Conclusions
Institutions signing Bilateral Agreements should agree upon the competences expected from students during their clinical education abroad. The tools used in the process, as well as the role expected by the student, should also be agreed upon. Intercultural competences should be further addressed in the process of evaluation, in addition to adaptation to different settings. There is also a need to establish those competences achievable or not in the host country, aiming at increasing transparency in learning expectations and evaluation
Original languageEnglish
Pages (from-to)41-47
Number of pages7
JournalNurse Education Today
Volume51
Early online date10 Jan 2017
DOIs
Publication statusPublished - 1 Apr 2017
Externally publishedYes

Fingerprint

Nursing Students
Mental Competency
nursing
Clinical Competence
evaluation
student
Nursing
Nursing Care
Learning
Students
Nursing Process
content analysis
Process Assessment (Health Care)
Portugal
Greece
Belgium
Poland
Denmark
Norway
competence assessment

Cite this

Tommasini, C., Dobrowolska, B., Zarzycka, D., Bacatum, C., Bruun, A. M. G., Korsath, D., ... Palese, A. (2017). Competence evaluation processes for nursing students abroad: Findings from an international case study. Nurse Education Today, 51, 41-47. https://doi.org/10.1016/j.nedt.2017.01.002
Tommasini, Cristina ; Dobrowolska, Beata ; Zarzycka, Danuta ; Bacatum, Claudia ; Bruun, Anne Marie Gran ; Korsath, Dag ; Roel, Siv ; Jansen, Mette Bro ; Milling, Tine ; Deschamps, Anne ; Mantzoukas, Stefanos ; Mantzouka, Christine ; Palese, Alvisa. / Competence evaluation processes for nursing students abroad : Findings from an international case study. In: Nurse Education Today. 2017 ; Vol. 51. pp. 41-47.
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abstract = "BackgroundAssessing clinical competence in nursing students abroad is a challenge, and requires both methods and instruments capable of capturing the multidimensional nature of the clinical competences acquired.ObjectivesThe aim of the study was to compare the clinical competence assessment processes and instruments adopted for nursing students during their clinical placement abroad.DesignA case study design was adopted in 2015.Setting and ParticipantsA purposeful sample of eight nursing programmes located in seven countries (Belgium, Denmark, Greece, Norway, Poland, Portugal and Italy) were approached.MethodsTools as instruments for evaluating competences developed in clinical training by international nursing students, and written procedures aimed at guiding the evaluation process, were scrutinised through a content analysis method.FindingsAll clinical competence evaluation procedures and instruments used in the nursing programmes involved were provided in English. A final evaluation of the competences was expected by all nursing programmes at the end of the clinical placement, while only four provided an intermediate evaluation. Great variability emerged in the tools, with between five and 88 items included. Through content analysis, 196 items emerged, classified into 12 different core competence categories, the majority were categorised as ‘Technical skills’ (=60), ‘Self-learning and critical thinking’ (=27) and ‘Nursing care process’ (=25) competences. Little emphasis was given in the tools to competences involving ‘Self-adaptation’, ‘Inter-professional skills’, ‘Clinical documentation’, ‘Managing nursing care’, ‘Patient communication’, and ‘Theory and practice integration’.ConclusionsInstitutions signing Bilateral Agreements should agree upon the competences expected from students during their clinical education abroad. The tools used in the process, as well as the role expected by the student, should also be agreed upon. Intercultural competences should be further addressed in the process of evaluation, in addition to adaptation to different settings. There is also a need to establish those competences achievable or not in the host country, aiming at increasing transparency in learning expectations and evaluation",
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Tommasini, C, Dobrowolska, B, Zarzycka, D, Bacatum, C, Bruun, AMG, Korsath, D, Roel, S, Jansen, MB, Milling, T, Deschamps, A, Mantzoukas, S, Mantzouka, C & Palese, A 2017, 'Competence evaluation processes for nursing students abroad: Findings from an international case study', Nurse Education Today, vol. 51, pp. 41-47. https://doi.org/10.1016/j.nedt.2017.01.002

Competence evaluation processes for nursing students abroad : Findings from an international case study. / Tommasini, Cristina; Dobrowolska, Beata; Zarzycka, Danuta; Bacatum, Claudia; Bruun, Anne Marie Gran; Korsath, Dag; Roel, Siv; Jansen, Mette Bro; Milling, Tine; Deschamps, Anne; Mantzoukas, Stefanos; Mantzouka, Christine; Palese, Alvisa.

In: Nurse Education Today, Vol. 51, 01.04.2017, p. 41-47.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Competence evaluation processes for nursing students abroad

T2 - Findings from an international case study

AU - Tommasini, Cristina

AU - Dobrowolska, Beata

AU - Zarzycka, Danuta

AU - Bacatum, Claudia

AU - Bruun, Anne Marie Gran

AU - Korsath, Dag

AU - Roel, Siv

AU - Jansen, Mette Bro

AU - Milling, Tine

AU - Deschamps, Anne

AU - Mantzoukas, Stefanos

AU - Mantzouka, Christine

AU - Palese, Alvisa

PY - 2017/4/1

Y1 - 2017/4/1

N2 - BackgroundAssessing clinical competence in nursing students abroad is a challenge, and requires both methods and instruments capable of capturing the multidimensional nature of the clinical competences acquired.ObjectivesThe aim of the study was to compare the clinical competence assessment processes and instruments adopted for nursing students during their clinical placement abroad.DesignA case study design was adopted in 2015.Setting and ParticipantsA purposeful sample of eight nursing programmes located in seven countries (Belgium, Denmark, Greece, Norway, Poland, Portugal and Italy) were approached.MethodsTools as instruments for evaluating competences developed in clinical training by international nursing students, and written procedures aimed at guiding the evaluation process, were scrutinised through a content analysis method.FindingsAll clinical competence evaluation procedures and instruments used in the nursing programmes involved were provided in English. A final evaluation of the competences was expected by all nursing programmes at the end of the clinical placement, while only four provided an intermediate evaluation. Great variability emerged in the tools, with between five and 88 items included. Through content analysis, 196 items emerged, classified into 12 different core competence categories, the majority were categorised as ‘Technical skills’ (=60), ‘Self-learning and critical thinking’ (=27) and ‘Nursing care process’ (=25) competences. Little emphasis was given in the tools to competences involving ‘Self-adaptation’, ‘Inter-professional skills’, ‘Clinical documentation’, ‘Managing nursing care’, ‘Patient communication’, and ‘Theory and practice integration’.ConclusionsInstitutions signing Bilateral Agreements should agree upon the competences expected from students during their clinical education abroad. The tools used in the process, as well as the role expected by the student, should also be agreed upon. Intercultural competences should be further addressed in the process of evaluation, in addition to adaptation to different settings. There is also a need to establish those competences achievable or not in the host country, aiming at increasing transparency in learning expectations and evaluation

AB - BackgroundAssessing clinical competence in nursing students abroad is a challenge, and requires both methods and instruments capable of capturing the multidimensional nature of the clinical competences acquired.ObjectivesThe aim of the study was to compare the clinical competence assessment processes and instruments adopted for nursing students during their clinical placement abroad.DesignA case study design was adopted in 2015.Setting and ParticipantsA purposeful sample of eight nursing programmes located in seven countries (Belgium, Denmark, Greece, Norway, Poland, Portugal and Italy) were approached.MethodsTools as instruments for evaluating competences developed in clinical training by international nursing students, and written procedures aimed at guiding the evaluation process, were scrutinised through a content analysis method.FindingsAll clinical competence evaluation procedures and instruments used in the nursing programmes involved were provided in English. A final evaluation of the competences was expected by all nursing programmes at the end of the clinical placement, while only four provided an intermediate evaluation. Great variability emerged in the tools, with between five and 88 items included. Through content analysis, 196 items emerged, classified into 12 different core competence categories, the majority were categorised as ‘Technical skills’ (=60), ‘Self-learning and critical thinking’ (=27) and ‘Nursing care process’ (=25) competences. Little emphasis was given in the tools to competences involving ‘Self-adaptation’, ‘Inter-professional skills’, ‘Clinical documentation’, ‘Managing nursing care’, ‘Patient communication’, and ‘Theory and practice integration’.ConclusionsInstitutions signing Bilateral Agreements should agree upon the competences expected from students during their clinical education abroad. The tools used in the process, as well as the role expected by the student, should also be agreed upon. Intercultural competences should be further addressed in the process of evaluation, in addition to adaptation to different settings. There is also a need to establish those competences achievable or not in the host country, aiming at increasing transparency in learning expectations and evaluation

KW - Nursing student mobility

KW - Traineeship

KW - Study abroad programme

KW - Erasmus programme

KW - Tool

KW - Instruments

KW - Evaluation process

KW - Competence

U2 - 10.1016/j.nedt.2017.01.002

DO - 10.1016/j.nedt.2017.01.002

M3 - Article

VL - 51

SP - 41

EP - 47

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

ER -