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Related Concept Videos

Nursing Assessment01:29

Nursing Assessment

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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments...
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Nursing Evaluation01:15

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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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The Professional Nurse01:22

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Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
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Accountability and Responsibility of a Nurse II01:09

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Professional accountability in nursing is a multifaceted concept that encompasses professional ethics, legal standards, and employment expectations. This framework ensures that nurses maintain and elevate the quality of care while upholding the values of their profession. It compels them to treat patients, families, and colleagues with respect, compassion, and integrity.
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According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation,...
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Updated: Apr 23, 2026

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
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Perinatal nurses' perceptions of competency assessments.

Brenda L Maddox, Renece Waller-Wise, Latricia D Weed

    Journal of Continuing Education in Nursing
    |October 4, 2014
    PubMed
    Summary

    Perinatal nurses found a shift from traditional testing to hands-on competency assessments beneficial. This change fostered learning, collaboration, and enhanced professional confidence in their nursing practice.

    Area of Science:

    • Nursing Education
    • Healthcare Professional Development
    • Competency-Based Assessment

    Background:

    • Competency assessment in nursing requires continuous evolution to remain relevant and effective for nursing staff and organizations.
    • Nursing educators face challenges in developing meaningful and appropriate competency assessment strategies.
    • Traditional testing methods may not fully capture the practical skills and evolving needs of nursing professionals.

    Purpose of the Study:

    • To explore perinatal nurses' perceptions of transitioning from traditional testing to hands-on competency assessments.
    • To understand the impact of a revised competency assessment method on nursing staff.
    • To identify key themes emerging from nurses' experiences with a new assessment approach.

    Main Methods:

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  • Qualitative research design utilizing focus groups.
  • Study conducted with thirteen perinatal nurses at a medical center in southeastern Alabama.
  • Exploration of nurses' experiences with a new, hands-on competency assessment method.

    • Main Results:

    • Three primary themes emerged from the focus groups: 'I am learning,' 'multidimensional learning together,' and 'increasing professional confidence.'
    • Nurses perceived the hands-on assessment as a more effective learning and development tool.
    • The study indicated a positive impact on nurses' self-perceived professional confidence.

    Conclusions:

    • Transitioning to hands-on competency assessments can positively influence nursing education and professional development.
    • The findings suggest that hands-on assessments are perceived as more relevant and meaningful by nursing staff.
    • The study supports the continuous improvement of competency assessment programs, with potential for broader departmental adoption.