connecting the dots: nurse practitioner core competency ...€¦ · connecting the dots study...
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Connecting the Dots: Nurse Practitioner Core Competency Skill Acquisition in Pace University FNP Students: A Multidimensional Approach to Assessment Joanne Singleton
Lucille Ferrara
Lillie Shortridge-Baggett
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Background
AACN recommendations for DNP
Standardization of Curriculum
NONPF Core Competencies
End of Program Student outcomes
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Student Assessment of Skill Acquisition
Change in student clinical assessment
Teacher Lead Simulation
After 110, 330, 550 hours of clinical practicum
Core competencies are assessed
Completion of Instruments
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Simulation Assessment Format
First Hour:
Teacher led simulation scenario
Scenario after 110 hours of clinical practica will be based on population covered in the experience
Scenario after 330 hours of clinical practica may be based on any of the clinical practica covered at the time of assessment
Scenario after 550 hours of clinical practica will follow the same rule as 330 hours
One week post assessment:
Faculty met with student for debrief to review
Scenario
Areas of strength
Areas in need of remediation
Action plan for continued success and improvement
There will be no pass/fail with this assessment
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Connecting the Dots Study Design
Second Hour:
Study Protocol
repeated measures design at three data collection points, post 110 clinical hours, 330 clinical hours, and 550 clinical hours.
This design will identify changes over time within and across groups.
Tool development will include exploratory and confirmatory factor analysis, and establishing reliability and validity of the tool.
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Assessment tools
EBP Beliefs and Implementation tool (EBPBI): completed at 110 and 550
Transcultural Self-efficacy tool (TCSE): completed at 110 and 550
Leadership Practices Inventory (LPI): completed at 110 and 550
NP Core Competency Self-efficacy tool (NPCCSE): completed at 110, 330, 550
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Research Participants
Pace University, Lienhard School of Nursing, Department of Graduate Studies, FNP students.
N = 120
95% female, 5 % male, with over 40% racial/ ethnic diversity.
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Preliminary Data
EBPBI
TCSE
LPI
NPCCSE
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Sample Demographics
Variable n %
Age M=37.35, SD=8.95, Min/Max=28-58
Race/Ethnicity
White/Caucasian 8 40.0
Black/African American 5 25.0
Other Hispanic 4 20.0
Other 3 15.0
Gender
Female 20 100.0
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Participant Current Health Care Setting Setting n %
Hospital 15 78.9
Home Care 2 10.5
Multiple Settings 2 10.5
Missing 1
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Participant Current Health Care Setting
Setting n %
Med/Surg 4 21.1
Women’s Health 1 5.3
Geriatric 1 5.3
Pediatric 2 10.5
Other 8 42.1
Multiple Areas 3 15.8
Missing 1
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Level of Nursing Education
Setting n %
Associates (University) 5 25.0
Associates (Hospital) 1 5.0
Baccalaureate 10 50.0
Master’s 1 5.0
Multiple Types 3 15.0
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EBP - Beliefs Scale
M=58.19, SD=5.11
M=61.72, SD=6.10
56
57
58
59
60
61
62
Pretest Postest
t(19)=-2.85, p<.01
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Pretest EBP - Implementation Scale
M=50.44, SD=13.53
M=60.72, SD=16.22
48
50
52
54
56
58
60
62
Pretest Postest
t(18)=-2.63, p<.05
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TSET - Cognitive Scale
M=7.69,
SD=1.90
M=8.84, SD=1.07
7
7.5
8
8.5
9
Pretest Postest
t(17)=-2.82, p<.01
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EBP – Practical Scale
M=7.50, SD=2.26
M=8.79, SD=1.26
6.5
7
7.5
8
8.5
9
Pretest Postest
t(18)=-2.91, p<.01
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EBP - Affective Scale
M=8.67, SD=1.03
M=9.22,
SD=.64
8.2
8.4
8.6
8.8
9
9.2
9.4
Pretest Postest
t(17)=-2.69, p<.05
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LPI – Model Scale
M=50.04, SD=7.05
M=53.90,
SD=4.73
48
49
50
51
52
53
54
55
Pretest Postest
t(19)=-3.54, p<.01
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LPI - Inspire Scale
M=46.69, SD=9.05
M=52.15,
SD=6.85
42
44
46
48
50
52
54
Pretest Postest
t(19)=-2.47, p<.05
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LPI - Challenge Scale
M=47.65,
SD=8.32
M=51.80, SD=7.11
45
46
47
48
49
50
51
52
53
Pretest Postest
t(19)=-3.53, p<.001
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LPI - Enable Scale
M=52.68,
SD=5.82
M=54.70, SD=4.62
51.5
52
52.5
53
53.5
54
54.5
55
Pretest Postest
t(19)=-1.83, p=.08
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All NPC Scales = Not Significant
NPC - Scientific Foundation Competencies
NPC - Leadership Competencies
NPC - Quality Competencies
NPC - Practice Inquiry Competencies
NPC - Tech & Info Literacy Competencies
NPC - Policy Competencies
NPC - Health Delivery System Competencies
NPC - Ethnics Competencies
NPC - Independent Practice Competencies
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Lessons Learned
Data is preliminary
Length of tools
Number of tools
Sample size
Timing of data collection
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Next Steps
Need to refine the NPCCSE tool
Have students complete the NPCCSE tool while on campus
Improve recruitment to increase sample size
Change data collection location (on campus, before class)