Abstract
A lack of competence among newly qualified nurse professionals in South Africa is a national concern, leading to compromised care and legal cases that negatively impact the healthcare system. Additionally, a lack of confidence and skills are major factors in their failure to practice independently immediately after qualification, indicating inadequate preparation by the country’s nursing education institutions. South African nursing education does not sufficiently ensure that students are competent to meet patients’ health needs. The institutions graduate a high number of newly qualified professional nurses who are unprepared to provide proper care right after completing their training.
The purpose of the study was to develop, describe, and evaluate a model as a framework of reference to facilitate competency-based care, rendered by goal-directed, prepared, and competent nurse professionals to suit the needs of healthcare users. The research design consisted of a theory-generative, quantitative, and descriptive design. Data were collected using two separate questionnaires: one for nursing students and community service nurses, and one for lecturers. The student and community service nurses’ questionnaire (Appendix I) measured variables relevant to competency: part i) participants’ demographic data, with age and gender being the selected constructs; part ii) direct clinical practice (23 questions); part ⅲ) professional development (10 questions); part iv) ethical decision-making (13 questions); part v) clinical leadership; part ⅵ) cooperation and consultation (10 questions); and part ⅶ) critical thinking (5 questions). Moreover, a 17-question questionnaire (Addendum J) was used for the lecturers. The lecturers’ questionnaire was structured according to the following constructs: part i) participants’ demographic data (5 questions); part ii) knowledge (4 questions); part iii) skills (5 questions); part vi) attitudes (2 questions); part v) engagement (2 questions); and part ⅵ), leadership (3 questions).
The sample comprised nursing students in their final year of study, community service nurses, and lecturers from three campuses of the Free State School of Nursing. Validity and reliability was maintained, and all ethical principles were adhered to as ...