Lauder, W., Holland, K., Roxburgh, M., Topping, K., Watson, R., Johnson, M., Porter, M. and Behr, A. (2008) Measuring competence, self-reported competence and self-efficacy in pre-registration students. Nursing Standard , 22 (20). pp. 35-43. ISSN 0029-6570Full text not available from this repository. (Request a copy)
AIM: To measure competence, self-reported competence and self-efficacy; explore any differences between cohorts and student entry criteria; and explore the relationship between competence, self-reported competence, support and self-efficacy.
METHOD: All students undertook a three-station objective structured clinical examination (OSCE) and had previously completed a questionnaire, which included measures of self-reported competence, support and self-efficacy. The performance of two single year cohorts enabled measurement of competence development and progression.
RESULTS: Students were competent in the core generalist skills of communication and hand decontamination but demonstrated low levels of numeracy.
CONCLUSION: Doubts are raised about the explanatory value or practical use of social cognitive theory in pre-registration curricula and questions are raised about the value of self-reported competence. This has implications for nursing and midwifery curricula, which emphasise the importance of self-assessment.
|Institution:||The University of Sheffield|
|Academic Units:||The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > School of Nursing and Midwifery (Sheffield)|
|Depositing User:||Miss Anthea Tucker|
|Date Deposited:||23 Feb 2010 09:37|
|Last Modified:||01 Mar 2010 16:10|