An evaluation of fitness for practice curricula: self-efficacy, support and self-reported competence in preregistration student nurses and midwives.

Lauder, W; Watson, R; Topping, K; Holland, K; Johnson, M; Porter, M; Roxburgh, M; Behr, A

Abstract

Aims and objectives. This element of the larger Scottish evaluation aimed to explore
differences between access routes, cohorts and higher education institutes (HEI)
(universities and colleges) in levels of self-efficacy, student support and self-reported
competence in a nationally representative sample of student nurses and midwives.
Background. This paper reports findings from the National Review of Pre-
Registration Nursing and Midwifery Programmes in Scotland. Fitness for practice
curricula have been the heart of many recent developments in nurse and midwifery education. Fitness for practice set out to map out the future direction of preregistration
nursing and midwifery education with the aim of ensuring fitness for practice
based on healthcare need. There have been no national evaluations of the effectiveness
of this strategic objective. Previous major evaluations in the 1990s suggested
that students may not have had the skills needed to be fit for practice.
Design. The study design was a cross-sectional survey of a stratified random sample
of student nurses and midwives (n = 777). Data collected included demographic
information, generalised perceived self-efficacy, student support and self-reported
competency.
Results. Students reported high levels of self-reported competency. There were no
significant differences between two cohorts or between students with different access
routes. Students rated support from family and friends highest and support
from HEI lowest. There was a significant difference in support levels between HEI.
Self-efficacy scores were similar to other population means and showed smallmoderate
correlations with self-report competence. Similarly, self-reported competency
appears to be at the higher end of the spectrum, although older students may
have a more realistic perception of their competence. However, support from HEI
was seen as less satisfactory and varied from one institution to another.
Conclusions. This study portrays a relatively positive picture of preregistration fitness
for practice curricula. Questions are raised about the relative value students
place on support from educationalists and mentors and whether support from
family and friends and from peers needs to feature more prominently in curricula.
The study provides modest support for social cognitive theory.
Relevance to clinical practice. The major drivers for changes in preregistration
curricula stemmed from fears about the competence of students. This study did not
provide support for this viewpoint, and students’ self-reports suggest that curricula
are, in this respect, meeting their objectives. Nevertheless support from mentors and
from educational institutes may need to be improved.

Citation

Lauder, W., Watson, R., Topping, K., Holland, K., Johnson, M., Porter, M., …Behr, A. (2008). An evaluation of fitness for practice curricula: self-efficacy, support and self-reported competence in preregistration student nurses and midwives. Journal of Clinical Nursing, 17(14), 1858-1867. https://doi.org/10.1111/j.1365-2702.2007.02223.x

• Journal Article Type: Article
• Publication Date: Jan 1, 2008
• Deposit Date: May 9, 2011
• Journal: Journal Of Clinical Nursing
• Print ISSN: 0962-1067
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 17
• Issue: 14
• Pages: 1858-1867
• DOI: https://doi.org/10.1111/j.1365-2702.2007.02223.x
• Publisher URL: http://dx.doi.org/10.1111/j.1365-2702.2007.02223.x