Competence, confidence and knowledge retention in undergraduate nursing students - A mixed method study

A primary goal of nursing programs is to ensure that graduates can successfully enter into professional practice. This paper examines the relationship between competence, confidence, and knowledge retention in undergraduate nursing students. The study involved a three test quantitative component as well as a qualitative component. The quantitative component comprised a pretest, posttest immediately following the intervention, posttest three month design. The intervention was comprised of an intensive one day advanced cardiac skills knowledge and simulation activity. The three tests measured competence, confidence, and knowledge retention. The results of the study demonstrated the intervention was effective in improving perceptions of competence and confidence both immediately and at a three month timeframe. Knowledge retention also was statistically significant at a three month timeframe. This study demonstrates the value of advanced knowledge and skill for undergraduate nursing students. Despite the policy enforced reality that participants were not able to use the knowledge and skill in clinical practice, the motivational benefit of the advanced knowledge had significant positive effects on participants.