Competence validation and cognitive flexibility: a theoretical model grounded in nursing education

Area of Science:

• Nursing Education
• Clinical Judgment Development
• Qualitative Research Methodology

Background:

• Understanding how nursing students learn clinical judgment is crucial for effective healthcare.
• Existing educational models may not fully capture the nuances of developing nursing competence.

Purpose of the Study:

• To investigate baccalaureate nursing students' perceptions of learning clinical judgment.
• To develop a theoretical model explaining the process of establishing a competent nurse identity.

Main Methods:

• Grounded theory methodology was employed.
• Qualitative data from nursing students were analyzed using comparative analysis.

Main Results:

• A preliminary theoretical model, competence validation, was developed.
• Students' perceptions of educational contexts (learning vs. evaluation) influence motivational orientation and cognitive flexibility.
• Current evaluation practices may impede the development of independent nursing judgment.

Conclusions:

• Competence validation is a key process in nursing student development.
• Educational context significantly impacts students' learning of clinical judgment.
• Nursing education evaluation practices require re-evaluation to support independent judgment skills.