CURRICULAR IMPLICATIONS OF THE PERCEIVED EVALUATIVE COMPETENCY NEEDS OF REGISTERED NURSE STUDENTS IN BACCALAUREATE NURSING EDUCATION PROGRAMS.
Contributors: University of Georgia.
Published: 1988
Number of pages: 163
Subjects: Education, Curriculum and Instruction.; Education, Vocational.
Description: The purpose of this study was to identify implications for curriculum of the perceived evaluative competency needs of the registered nurse students in baccalaureate nursing education programs.

The convenience sample in this descriptive study consisted of 80 RN students enrolled in the senior year of 11 baccalaureate nursing education programs in Georgia. Data were collected by an evaluative competencies questionnaire developed by Killgore in 1984. Instrument validity was previously determined by a panel of nurse judges and reliability was determined by test-retest. Statistical analyses included frequencies and percentages, chi square analyses, and analyses of variance. Each competency receiving a 70% positive response was considered a needed competency. The evaluative competencies were divided into five categories: nursing process, conceptual knowledge of evaluation, self-evaluation, peer-evaluation, and performance evaluation.

RN students in the sample perceived evaluative competencies to be included in their baccalaureate programs in only two of the five categories: 90% in the nursing process category, and 70% in the conceptual knowledge of evaluation category. The RN students perceived none of the competencies in self-evaluation, peer evaluation, and performance evaluation categories as included in their baccalaureate programs.

Evaluative competencies supported as needed by the RN student were, conversely, 20% in nursing process, 80% in conceptual knowledge, and 100% in the self-evaluation, peer evaluation, and performance evaluation categories.

Four of the five null hypotheses could not be rejected. Only Hypothesis IV was rejected, as there was a statistically significant effect of the original nursing education on the perceived competency needs in the category of peer evaluation.

There were discrepancies between evaluative competencies RNs perceived as included in their baccalaureate programs and competencies perceived as needed. These discrepancies indicate that the RN students were not satisfied with their baccalaureate curricula.

RN students perceived nursing process competencies to be repetitive of their previous nursing education, but evaluation competencies to be new, non-repetitive, and needed.

Implications for curriculum include not only revision of methods, but of content in order to be responsive to the RN students' perceived competency needs.
Notes: Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 0339.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1988.

School code: 0077.