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Correlation of the Competency Outcom...

Klein, Colleen J.

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Correlation of the Competency Outcomes Performance Assessment (COPA) Model curriculum process with senior students' self-reported perceptions of nursing competence.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Correlation of the Competency Outcomes Performance Assessment (COPA) Model curriculum process with senior students' self-reported perceptions of nursing competence./
作者:	Klein, Colleen J.
面頁冊數:	323 p.
附註:	Adviser: George A. Padavil.
Contained By:	Dissertation Abstracts International68-02A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3250137

Correlation of the Competency Outcomes Performance Assessment (COPA) Model curriculum process with senior students' self-reported perceptions of nursing competence.
Klein, Colleen J.

Correlation of the Competency Outcomes Performance Assessment (COPA) Model curriculum process with senior students' self-reported perceptions of nursing competence. - 323 p.

Adviser: George A. Padavil.

Thesis (Ph.D.)--Illinois State University, 2006.

Nursing education has as its purpose the need to prepare individuals for competent nursing practice. This study was conducted to extend the body of knowledge relating to the development of nursing competence. Nursing currently has three entry levels for professional practice as a registered nurse. The major purpose of this study was to explore the distinctive nature of the Competency Outcomes Performance Assessment Model (COPA) for the instruction and evaluation of learning in nursing students, and how it relates to development of nursing competence. Student attributes and environmental differences were controlled in evaluation of nursing competence using the Six-Dimensional Scale of Nursing Performance. Astin's (1991) Inputs-Environment-Outcomes (I-E-O) model served as the conceptual framework and was used in conjunction with Lenburg's COPA curricular model.Subjects--Topical Terms:

543175
Education, Higher.

Correlation of the Competency Outcomes Performance Assessment (COPA) Model curriculum process with senior students' self-reported perceptions of nursing competence.
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245 1 0 $a Correlation of the Competency Outcomes Performance Assessment (COPA) Model curriculum process with senior students' self-reported perceptions of nursing competence.
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500 $a Adviser: George A. Padavil.
500 $a Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0488.
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520 $a Nursing education has as its purpose the need to prepare individuals for competent nursing practice. This study was conducted to extend the body of knowledge relating to the development of nursing competence. Nursing currently has three entry levels for professional practice as a registered nurse. The major purpose of this study was to explore the distinctive nature of the Competency Outcomes Performance Assessment Model (COPA) for the instruction and evaluation of learning in nursing students, and how it relates to development of nursing competence. Student attributes and environmental differences were controlled in evaluation of nursing competence using the Six-Dimensional Scale of Nursing Performance. Astin's (1991) Inputs-Environment-Outcomes (I-E-O) model served as the conceptual framework and was used in conjunction with Lenburg's COPA curricular model.
520 $a Using a purposive sample, senior nursing students (N=391) from three different types of nursing programs (Associate, Diploma, and Baccalaureate [BSN]) that have adopted Lenburg's COPA model were compared to senior students from similar types of programs that have not formally used Lenburg's model. Faculty (N=101) and administrators from these same programs were also surveyed to provide additional information regarding curricular approaches and program characteristics. Instruments included the Six-Dimensional Scale of Nursing Performance (6-D Scale) and three researcher-generated questionnaires.
520 $a Students from diploma programs were significantly different from associate and baccalaureate degree students in their ratings for the six subscales, with diploma students rating themselves higher in critical care and leadership. Students from BSN programs rated themselves lower in five of six subscales. Support for the COPA curricular model was revealed through the results from a one-way analysis of variance testing and multiple linear regression analyses. Curricular differences as defined by the Klein Scales were found between the COPA and non-COPA senior nursing students. The findings were strengthened by data obtained from faculty and administrators.
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