Evaluation on Cognitive Competency in Nursing Practice: A CrossSectional Study among UniKL RCMP Nursing Graduates

Abstract

Introduction: Nurses are the backbone of the healthcare industry and must acquire competency to practice professionally and adhere to the acceptable standard of practice. To ensure patient safety and prevent medical negligence, the integration of knowledge, nursing skills, and attitudes should be incorporated into the nursing curriculum. Objective: This study aimed to measure the cognitive competency among the Diploma in Nursing graduates of UniKL RCMP. Methods:A cross-sectional survey was conducted from May 2021 until December 2021 among the Diploma in Nursing graduates who graduated between 2016 till 2020. The data were collected using an adapted Nurse Professional Competency Scale sent to the participants via online Google forms. The sample contained 200 graduates (response rate 55%). The data were analyzed using SPSS version 26. Results: In this study, the graduates’ self-assessed competence level was good (76%). Further analysis of the sub-items in the cognitive domain showed that the teaching/learning and support factor of cognitive competency has the highest attainment level (69%); on the other hand, 9% of the graduates perceived that they have yet to attain adequate competency in the supervision of staff/students in the development activities for improved care. Conclusion: The nursing graduates perceived themselves to have moderate to high cognitive competence in nursing practice. No significant difference was found between the cognitive competence and the demographic variables of marital status, years of clinical experience, and academic enhancement post-graduation. The findings of this study assist the nurse educators of higher education institutions in the curriculum review and planning of the relevant teaching and learning strategies to enhance cognitive competency among nursing students.