Evaluating undergraduate nursing education and student competencies: a mixed-methods study using the input- process-...

Area of Science:

• Nursing Education Research
• Higher Education Assessment
• Health Professions Education

Background:

• Undergraduate nursing education in Turkey spans four years, combining theory and clinical practice.
• Challenges include high student-to-instructor ratios, necessitating student-centered quality assessment.
• This study addresses the need to understand student perspectives on education and professional competencies.

Purpose of the Study:

• To explore undergraduate nursing education quality from the students' viewpoint.
• To assess nursing students' perceived professional competencies.
• To identify challenges encountered by nursing students during their education.

Main Methods:

• Sequential explanatory mixed-methods design utilizing quantitative and qualitative data.
• Quantitative data collected from 127 fourth-year nursing students via the BNPAS and CINS scales.
• Qualitative data gathered through document analysis of 14 student group reports, analyzed using the Input-Process-Outcome model.

Main Results:

• Students reported high mean scores on the Bachelor's Degree Nursing Program Assessment Scale (BNPAS) and Nursing Students' Self-Assessment of Professional Competence Scale (CINS).
• Lowest scores were noted in 'Assessment of the Educational Process' (BNPAS) and 'Clinical Biomedical Sciences' (CINS).
• Qualitative analysis revealed concerns regarding curriculum quality, faculty resources, teaching/learning practices, assessment methods, and graduate support.

Conclusions:

• Despite positive overall perceptions, specific areas require enhancement in nursing licensure education programs.
• Key areas for improvement include curriculum structure, assessment strategies, faculty resources, and post-graduation tracking systems.
• Restructuring and quality improvement of nursing education programs are crucial for preparing competent nurses.