Perceived Competency Focusing on Program Learning Outcomes, Supporting Factors, and Obstacles Related to Competency Development of Nursing Students in the Bachelor of Nursing Science Curriculum

Abstract

Perceived competency as a learning outcome of the Bachelor of Nursing Science Curriculum (Revised Edition 2016) at the Faculty of Nursing, Naresuan University, was the focus of this study which aimed to examine the self-perceived competencies of nursing students, including supporting factors and obstacles facing the students in gaining these competencies. The participants comprised 107 nursing students who completed their studies in the academic year 2023. A questionnaire was used for data collection on these perceived competencies, focusing on program learning outcomes. The questionnaire attained a content validity index of .99, and Cronbach’s alpha coefficient was .92. The focus group discussion was conducted with 12 participants. Descriptive statistics for quantitative data and content analysis for qualitative data were used.

The results revealed that the overall competency of participants was at a high level (M = 4.27, SD = 0.61). All aspects were high: the highest mean score was for ethics and morals (M = 4.44, SD = 0.57), followed by professional practice skills (M = 4.39, SD = 0.61), interpersonal skills and responsibility (M = 4.32, SD = 0.62), cognitive skills (M = 4.19, SD = 0.63), knowledge (M = 4.17, SD = 0.61), numerical analysis, and communication and information technology skills (M = 4.11, SD = 0.66). Supporting factors related to competency were 1) instructional designs and nursing teachers’ characteristics, 2) teaching methods, 3) intention of nursing students, 4) encouragement, and 5) learning environment. The barrier related to competency of participants was tiredness.

These findings provide baseline information for planning, curriculum development, and teaching design to better enhance nursing students’ competencies.