Measuring competence, self-reported competence and self-efficacy in pre-registration students

Citation

Lauder W, Holland K, Roxburgh M, Topping KJ, Watson R, Johnson M, Porter M & Behr A (2008) Measuring competence, self-reported competence and self-efficacy in pre-registration students. Nursing Standard, 22 (20), pp. 35-43. http://nursingstandard.rcnpublishing.co.uk/archive/article-measuring-competence-self-reported-competence-and-self-efficacy-in-pre-registration-students

Abstract
Aim: To measure competence, self-reported competence and self-efficacy; explore any differences between cohorts and student entry criteria; and explore the relationship between competence, self-reported competence, support and self-efficacy.Method: All students undertook a three-station objective structured clinical examination (OSCE) and had previously completed a questionnaire, which included measures of self-reported competence, support and self-efficacy. The performance of two single year cohorts enabled measurement of competence development and progression.Results: Students were competent in the core generalist skills of communication and hand decontamination but demonstrated low levels of numeracy.Conclusion: Doubts are raised about the explanatory value or practical use of social cognitive theory in pre-registration curricula and questions are raised about the value of self-reported competence. This has implications for nursing and midwifery curricula, which emphasise the importance of self-assessment

Keywords
2007/08; Communication; Competence; CURRICULA; Curriculum; Development; difference; ENTRY; EXAMINATION; implications; LEVEL; levels; Measurement; method; Midwifery; Nursing; objective; Performance; progression; QUESTIONNAIRE; relationship; Self Efficacy; Self-Efficacy; SINGLE; Skills; Students; support; Theories; THEORY; VALUE

Journal
Nursing Standard: Volume 22, Issue 20