© Borgis - New Medicine 3/2009, s. 70-74
*Ibolya Tulkán, Erika Erdősi, Magdolna Pogány, Kornélia Helembai
Hungarian Nurses and Nurse Graduates´ Competences in International Context
University of Szeged, Faculty of Health and Social Sciences, Department of Nursing, Hungary
Head: Dr Kornélia Helembai, PhD
Aim. The aim of this article is to show how graduates finishing the 4-year BSc nursing training in 2007 and undergraduates finishing their training in 2008 shortly before their final exams assess their competences, and to compare the strengths and weaknesses of Hungarian nursing practice with the international results.
Material and methods. Nursing competency has always been a topic of interest and a subject of debate in Hungary. There are no data available in Hungary that are suitable for international comparison on what competences can be practised in Hungarian healthcare. The method of data collection was carried out by questionnaire. 6 training sites of 3 training institutions were selected. A total sample of 458, from which a sample of 123 students graduated in 2007 (N = 123) and a sample of 335 undergraduate students were graduating in 2008 (N =335), was surveyed. The analysis of data was performed using the SPSS statistical package. Assessment of relations between variables was performed by Kruskal-Wallis test and Friedman test.
Results. A common feature of the Hungarian and international findings is that the care delivery competence domain is the first, and research and development is the last in the rank, but there are country-specific features as well.
Conclusion. The results of the research can serve as a basis to develop nursing education.
The European Union aims to be the most dynamic and competitive knowledge-based area in the world by 2010. Keys to this initiative are education, training, development of competences and strengthening the connection between economy and training . European nursing training and nursing practice are greatly influenced by the EU´s strategic decisions, supported by several international projects [2-5]. Although nowadays great emphasis is put on the competence-based approach, there is no universal definition [6-10] or measurement tool [11-14] for comparing transparency and diversity of nursing qualification, training and practice.
There are no suitable data available in Hungary for national or international comparison on what nursing competences can be practised in Hungarian healthcare and how the gap between the training and the possibilities and expectations of the healthcare institutions should be approached. The problems of nursing training and practice in Hungary – e.g. decrease of interest in the nursing profession , absence of reinforcements, over-loaded nursing staff , lack of social recognition of the profession , well-trained nurses seeking employment abroad or leaving their profession  – demand even more accurate preparation for competences.
Our aim was to study what competences can be used in Hungarian nursing practice, what are the strengths and weaknesses of Hungarian nursing practice in an international context, and what conclusions can be drawn to develop the education programme of the training institutions.
Material and methods
The study took place from January to May 2008. Selection of samples was carried out by random sampling, using a multi-step method. At the first stage 6 training sites of 3 training institutions were selected, at the second stage students who graduated from BSc training and obtained a college leaving certificate in 2007 and undergraduate students shortly before their final exams in 2008. The training institutions were similar considering their schooling regions, number of students, the regional practical background, the educational programme and location.
The EHTAN NCQ self-assessment questionnaire  supplemented with some demographic items, was used in the research. EHTAN NCQ is the only competence-related questionnaire relevant to current nursing practice in Europe; hence it can serve as a basis for international comparison. EHTAN NCQ was originally used with nurses working at acute general medical and surgical units. The questionnaire focuses on 8 competence domains (Table 1). The frequency of performing each of the listed competences had to be rated on a four point scale (where never = 1, occasionally = 2, usually = 3, always = 4) .
Table 1. Friedman probe by competence-domains Mean number in rank N = 455 (Number of participants).
|Competence-domains||Number in rank /Mean||Order of rank|
|Professional and ethical practice||5,94||2.|
|Personal and professional development||4,20||6.|
|Research and development||2,16||8.|
Recording and analysis of data was performed by SPSS for Windows 15.0, using descriptive statistical methods. Assessment of relations between variables was performed using Kruskal-Wallis test and Friedman test.
The distribution of students who graduated in 2007 and undergraduates graduating in 2008 is shown in Fig. 1. A total sample of 458, from which a sample of 123 students graduated in 2007 (N = 123) and a sample of 335 undergraduate students were graduating in 2008 (N =335), was surveyed. 9.75% of the respondents who graduated in 2007 and 20% of the undergraduate students graduating in 2008 were regular students. 90.24% of students who graduated in 2007 and 80% of undergraduate students graduating in 2008 were correspondent students. The proportion of those aged 31-35 was the highest (27%). The study sample was characterized by female dominance. The majority of respondents, 90.2% of the students who graduated in 2007, and 77.9% of students graduating in 2008, were employed at the time of the study. Most of them worked at clinics or hospitals. (Fig. 2) 72.2% of the employed respondents were working as nurses (BSc nurses, specialist nurses) – senior nurse managers are excluded, while middle nurse managers are included, as they are involved in everyday nursing activities. (Fig. 3) The great majority of the respondents have been working for more than 7 years.
Fig. 1. Distribution of students graduated in 2007, undergraduates graduating in 2008
according to the training sites (N = 458).
§ Training sites: K1, K2, K3, K4, K5, K6
N= Number of participants
Fig. 2. Distribution of working respondents according to the level of care (%).
N = Number of respondents
Fig. 3. Distribution of respondents working as nurses according to their position in (%).
N = 371
N= Number of respondents
Comparison of self-assessment of competence domains
The Friedman test was used to compare the averages relating to competence domains and a significant difference was indicated (p =0.000). On the basis of the data (Table 1) it can be concluded that care delivery was rated the highest among the competence domains. Assessment and research and development received the lowest means.
Comparison of self-assessment of competence domains by training site
For the 2007 students the Kruskal-Wallis test showed no significant difference between training sites, while for the 2008 students the evaluation of research and development domain was significantly different (p =0.001).
Comparison of self-assessment of competence domains by types of training
The Kruskal-Wallis test can prove that the regular students ranked the assessment domain significantly higher than the correspondent students (p =0.036).
Relation of self-assessment of competence domains with the working period
No significant correlation can be observed between the working period in healthcare and/or social working area and the means of competence self-assessment.
Self-assessment of competence domains depending on the study achievement
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