Evaluating undergraduate nursing education and student competencies: a mixed-methods study using the input- process- output framework
Abstract Background In Turkey, undergraduate nursing education is delivered through diverse institutions over a minimum of four years, combining theoretical and clinical training, with ongoing challenges such as high student-to-instructor ratios. It is imperative to assess undergraduate nursing educ...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-07-01
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| Series: | BMC Nursing |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12912-025-03358-5 |
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| Summary: | Abstract Background In Turkey, undergraduate nursing education is delivered through diverse institutions over a minimum of four years, combining theoretical and clinical training, with ongoing challenges such as high student-to-instructor ratios. It is imperative to assess undergraduate nursing education from the students’ perspective to enhance educational quality and obtain a comprehensive understanding of their needs. This study aimed to explore the undergraduate education and professional competencies of nursing students, as well as the challenges they encounter. Methods A sequential explanatory mixed-methods design was employed in the study. Quantitative data were collected from 127 fourth-year nursing students out of a total population of 188, yielding an approximate response rate of 70%. In addition, documentary analysis was conducted on reports produced by 14 student groups, comprising a total of 132 participants. Data were collected between October 20, 2024, and January 30, 2025. The Sociodemographic Characteristics Data Form, the Bachelor’s Degree Nursing Program Assessment Scale (BNPAS), and the Nursing Students’ Self-Assessment of Professional Competence Scale (CINS) were utilized to collect quantitative data. The students’ sociodemographic characteristics, scale scores, and subdimensions were evaluated using descriptive statistics, including frequency, percentage, minimum and maximum values, mean, and standard deviation. Document analysis was used to examine qualitative data within the framework of the Input-Process-Outcome (IPO) model. Results The mean scores on the BNPAS (67.97 ± 17.02) and the CINS (226.74 ± 46.89) were relatively high, indicating a strong perception of program effectiveness and professional competence. Nevertheless, the lowest scores were observed in the ‘Assessment of the Educational Process’ subscale of the BNPAS and the ‘Clinical Biomedical Sciences’ subscale of the CINS. The “Input” theme highlights concerns regarding the quality of the curriculum and the adequacy of faculty resources available to students, such as library materials, laboratory equipment, and professional development opportunities. The “Process” theme identifies challenges associated with teaching and learning practices, as well as the assessment and evaluation of students. Lastly, the “Outcome” theme addresses issues related to the tracking and support of graduates after program completion. Conclusions Although nursing students reported high scores concerning undergraduate education and professional competence, the study identifies specific areas in need of improvement within the licensure education program, particularly in the structure of the curriculum, assessment strategies, faculty resources, and systems for tracking graduates after program completion. As a result, program developers, faculty members, and clinical stakeholders involved in nursing education can enhance the preparation of more competent nurses by restructuring education programs and improving their quality. |
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| ISSN: | 1472-6955 |