Document Type : Original Article
Authors
- . Foroozan Atashzadeh‑Shoorideh
- . Sadat Seyed Bagher Maddah 1
- . Leila Azimi 2
- . Tahereh Toulabi 3
- . Leila Valizadeh 4
- . Vahid Zamanzadeh 5
- . Raziyeh Ghafouri 6
1 Department of Nursing, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
2 Shahid Beheshti University of Medical Sciences, Tehran, Iran
3 Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran
4 Department of Pediatric Nursing, Nursing and Midwifery School, Tabriz University of Medical Sciences, Tabriz, Iran
5 Department of Medical and Surgical Nursing, Nursing and Midwifery School, Tabriz University of Medical Sciences, Tabriz, Iran
6 Department of Medical and Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Science, Tehran, Iran
Abstract
BACKGROUND: Planning for the issuance of professional competency examination has been put on
the agenda of professional policymakers, but the ways of evaluating and conducting examinations and
its dimensions are the main challenges. The present study aimed to explain the essential dimensions
of professional competency examination in Iran from academic and clinical nurses’ perspective.
MATERIALS AND METHODS: The present mixed‑method study was performed at three stages,
systematic review, qualitative, and quantitative stages. At the first stage, 56 articles and texts were
collected from PubMed, CINHAL, Ovid, and ProQuest databases, by using the keywords, namely
professional competency examination and assessment. Base on the inclusion criteria and eligibility
assessment of article, six articles and one text on regulation were selected. At the second stage,
the results of the literature review were approved by 20 nursing experts. Direct content analysis was
used for data analysis. The results were prepared in the form of a questionnaire. At the last stage,
the questionnaire was given to 2209 clinical, academic, nurse managers, and nurses.
RESULTS: Based on findings of the review literature, essential dimensions of the professional
competency examination included a central theme of the client’s needs with four categories. At the
second stage, the Professional Competency Examination dimensions were approved by experts.
At the third stage, a comparison of findings indicated that clinical nurses emphasized more on
cardiopulmonary resuscitation, client safety, and implementation of procedures, while academic
nurses emphasized on the client’s needs, client education, and clients’ physiological integrity.
CONCLUSION: The client’s need is the most important dimension in the professional competency
examination. The nurses will be successful in providing care if they can identify the clients’ needs
and provide care plans based on client needs and priorities.
Keywords
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