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Effectiveness of a multidimensional competency-based training program for enhancing clinical competence in novice
Sue-Hsien Chen1, Shu-Ching Chen2, Yo-Ping Lai3
1Chang Gung Medical Education Research Centre, CG-MERC, Gueishan, Taoyuan, Taiwan; Department of Nursing Management, Chang Gung Medical Foundation Administration, Taiwan; School of Nursing, Chang Gung University, Chang Gung University of Science and Technology, Taoyuan, Taiwan.
Background:
The transition to competency is challenging for novice nurses, often leading to stress and turnover. Nurse residency programs enhance clinical skills and improve retention. Competency-Based Education (CBE) advances nurses' development through patient-centered care, critical thinking, and accountability. CBE's competency-driven objectives facilitate effective mentorship. Multidimensional training fosters collaboration and inclusivity, strengthening learning and professional relationships.
Objectives:
This study aimed to develop a multidimensional competency-based approach, highlighting how individualized repeated practice, targeted feedback, and dynamic preceptor-learner interactions enhance skill development and competency acquisition. It evaluated the clinical competence, professional confidence, and passion for nursing of novice nursing practitioners.
Design:
Mixed methods approach.
Methods:
A qualitative descriptive approach with monthly facilitated group discussions explored novice nurses' perceptions of patient care needs and barriers. Findings informed the design of a tailored, multidimensional six-month training program. The program featured interactive sessions with faculty guidance and incorporated classroom instruction, simulated teaching, hands-on practice, and reflective exercises. Professional competence, confidence, passion for nursing, and perceived healthcare team support were assessed quantitatively before and after the intervention.
Results:
A total of one hundred and eighty-three participants were recruited. Quantitative results demonstrated significant improvements in professional competence, confidence, passion for nursing, and perceived healthcare team support (p < 0.05). Qualitative findings indicated that simulation-based learning and structured team support enhanced nurses' confidence, clinical care capability, and engagement. Participants reported high satisfaction with clinical skills simulators and perceived healthcare team support as essential. All participants who completed the program-maintained employment at the one-year follow-up assessment, yielding a 100% retention rate.
Conclusions:
The multidimensional competency-based education program significantly improved novice nurses' clinical competency, professional confidence, and passion. Tailored multidimensional training is essential to prepare novice nurses to tackle clinical challenges and build resilience.
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