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At least 19 recordsLinked to original sources
PubMed1989

Baccalaureate nursing student preceptorship programs and the development of clinical competence.

Clinical competence is germane to professional nursing practice. One goal of nursing student preceptorship programs is to develop the student's level of clinical competence beyond that of traditional baccalaureate education. This study investigated the effect of nursing student preceptorship programs on the development of clinical competence among 72 senior BSN students. Results indicated that students who participated in summer preceptorship programs gained greater levels of clinical competence, than did students who worked as nursing assistants in noninstructional clinical settings. Both groups perceived their summer work experiences as valuable in helping them to develop skills in problem solving, application of theory to practice, and psychomotor skill performance. They also reported an increased level of self-confidence in a nursing role. Study findings provide baseline data for decision making for nursing faculty and administrators.

Clinical Competence↗
PubMedDate not supplied

[Clinical competence and clinical performance in diabetes].

OBJECTIVE: To evaluate at the primary health care level, clinical competence and clinical performance of physicians in the diagnosis and management of diabetes mellitus type II. MATERIAL AND METHODS: Physicians in 4 primary medical care units were evaluated using two instruments: a multiple choice questionnaire (true/false/don't know type) with 224 questions about diabetic cases to explore clinical competence, and a second one on management of cases of diabetes to explore the performance in two patients. Both instruments were validated by experts. The instruments were applied simultaneously to 59 physicians in two units and only the competence instrument to another 59 physicians of the other two units. RESULTS: There was a low clinical competence in 57% of the physicians and without differences between the four units. In performance there was a significant differences in favor of the unit with less work load; 56% of the physicians had a very poor performance level. A Spearman correlation competence versus performance was low in both units (0.16 and 0.10). CONCLUSIONS: The majority of the physicians had poor or very poor competence and performance and the latter increased under unfavourable working conditions. There was a qualitative difference between our instruments as they were not correlated. It is necessary to improve the working conditions in these units to stimulate their physicians.

Diabetes Mellitus, Type 2↗
PubMed1994

Pilot study of the use of the ECFMG clinical competence assessment to provide profiles of clinical competencies of graduates of foreign medical schools for residency directors. Educational Commission for Foreign Medical Graduates.

PURPOSE: To conduct the first of a series of pilot projects of the clinical competence assessment (CCA) of the Educational Commission for Foreign Medical Graduates (ECFMG) in order to provide profiles of clinical competencies of graduates of foreign medical schools for residency directors in the United States and for governments and institutions in other countries. METHOD AND RESULTS: In September 1992 the first pilot project of the ECFMG CCA was conducted for a program director who wanted to evaluate ten first-year residents in a midwestern U.S. program. The CCA consists of integrated clinical encounters with ten standardized patients, 60 laser videodisc pictorials, and analysis of test items of previously completed ECFMG certification examinations. Profiles of the following clinical competencies were provided to the program director: data gathering (history and physical examination), interviewing and interpersonal skills, diagnosis and management skills, interpretation of diagnostic and laboratory procedures, written communication of information to the health care team, and spoken-English proficiency. The profiles were provided as individual scores compared with mean scores of a reference group of 525 first-year residents who took the CCA at four U.S. assessment centers, and as percentile scores with a range of one standard error of measurement. CONCLUSION: The individual performance data in this first pilot project were valuable to the program director, who used them to supplement scores on a written examination during the first residency year. The pilot project has shown the ECFMG CCA to be a useful tool for program directors to evaluate applicants and residents who are graduates of foreign medical schools.

Clinical Competence↗
PubMed1993

Enhancing clinical competence using a collaborative clinical education model.

BACKGROUND AND PURPOSE: The purpose of this study was to determine whether students in collaborative (two students to one Clinical Instructor [2:1]) learning placements differed on measures of clinical competence as compared with their peers in traditional (1:1) clinical placements. SUBJECTS: The population examined consisted of intermediate-level students in the physical therapy program at the University of Toronto. METHODS: The outcome measure of clinical competence in this study was a weighted score acquired from the university's Evaluation of Clinical Competence (ECC) form. Seven subgroup clinical competence scores as well as the total clinical competence score were analyzed. RESULTS: The collaborative learning group demonstrated significantly higher scores on all aspects of the ECC instrument. CONCLUSION AND DISCUSSION: This result suggests that achievement of clinical competence in patient evaluation, program planning, implementation of treatment, communication, management skills, professional behavior, and documentation were enhanced through collaborative learning.

Adult↗
PubMedDate not supplied

Educational leave for lecturers to regain clinical competence: 1.

The clinical credibility and clinical competence of nurse lecturers have presented interesting debate for some years in nursing. While some argue that being clinically competent is an unavoidable necessity for nurse lecturers, others are either ambivalent or believe that they do not have to be clinically competent, being clinically credible should suffice. This article distinguishes between the two terms and presents an analysis of how the latter can be developed through the use of paid educational leave. Such leave, known also as a sabbatical, is one of the possible benefits of being a nurse lecturer within higher education in the UK, and it can be used opportunely as a means of regaining and further developing one's clinical skills and knowledge, if this is perceived as a need. If nurse lecturers value the retention and development of one's own clinical skills and knowledge, then some mechanism should be in place for them to achieve this aim. Johns' (1998) model of structured reflection is used for reflecting on one such experience. The article is in two parts.

Clinical Competence↗
PubMed2004

Techniques for measuring clinical competence: objective structured clinical examinations.

The traditional clinical examination has been shown to have serious limitations in terms of its validity and reliability. The OSCE provides some answers to these limitations and has become very popular. Many variants on the original OSCE format now exist and much research has been done on various aspects of their use. Issues to be addressed relate to organization matters and to the quality of the assessment. This paper focuses particularly on the latter with respect to ways of ensuring content validity and achieving acceptable levels of reliability. A particular concern has been the demonstrable need for long examinations if high levels of reliability are to be achieved. Strategies for reducing the practical difficulties this raises are discussed. Standard setting methods for use with OSCEs are described.

Clinical Competence↗
PubMed2001

Assessment of clinical competence.

Tests of clinical competence, which allow decisions to be made about medical qualification and fitness to practise, must be designed with respect to key issues including blueprinting, validity, reliability, and standard setting, as well as clarity about their formative or summative function. Multiple choice questions, essays, and oral examinations could be used to test factual recall and applied knowledge, but more sophisticated methods are needed to assess clincial performance, including directly observed long and short cases, objective structured clinical examinations, and the use of standardised patients. The goal of assessment in medical education remains the development of reliable measurements of student performance which, as well as having predictive value for subsequent clinical competence, also have a formative, educational role.

Clinical Competence↗