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dc.SupervisorDr Solomon Arulraj David
dc.contributor.authorARUL RAJ, ANNIE ROSITA
dc.date.accessioned2022-03-25T05:37:20Z
dc.date.available2022-03-25T05:37:20Z
dc.date.issued2021-07
dc.identifier.other2015121034
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/1986
dc.description.abstractABSTRACT Background: The competency readiness of new nursing graduates is a topic that interests nursing professionals in both academic and clinical settings. In the present era, quality health care, patient safety, cost-effectiveness, and satisfaction of the clients and their families are some of the major concerns of healthcare leaders and the top priorities in the strategic plans of their organizations. Purpose: The purpose of this study is to gain insights on the competency preparedness and practice expectations of new graduates among the preceptors and nurse leaders and professional development nurses of hospitals accredited by The Joint Commission (TJC) in UAE. The theoretical framework of the study is formulated by consulting the theories and models such as Patricia Benner’s Novice to Expert theory, The QSEN (Quality and Safety Education for Nurses) competency model, COPA (Competency outcomes and performance assessment) model, Behaviorist learning theory, Constructivist learning theory, and the Conscious competence learning theory. A review of the literature, both regionally and globally, presents the competency preparedness, by various stakeholders but there has been no study, published to date, from the UAE regarding the current and expected level of competency. Design/ Methodology/ Approach: The researcher employed a mixed methodology approach, and within that, a concurrent exploratory approach was adopted to collect data using the Nursing Practice Readiness Tool among 104 nursing personnel of the hospitals. Fifty-six semi-structured interviews were conducted among them, especially the nursing leaders of the hospitals in Abu Dhabi. Results: The quantitative analysis and qualitative analysis indicated the general competency preparedness that is acceptable with gaps in domains such as critical thinking and clinical knowledge and a high level of preparedness in communication and technical skills. Implications: The study has several implications for nursing education, nursing practice setting, and policy in the United Arab Emirates and the region.en_US
dc.language.isoenen_US
dc.publisherThe British University in Dubai (BUiD)en_US
dc.subjectgraduate nursesen_US
dc.subjectcompetency preparednessen_US
dc.subjectcaring sciencesen_US
dc.subjectnursingen_US
dc.subjectnursing leadershipen_US
dc.subjectUnited Arab Emirates (UAE)en_US
dc.subjectnursing professionalsen_US
dc.subjecthealthcare leadersen_US
dc.subjectnursing educationen_US
dc.titleCompetency Preparedness of Baccalaureate Nursing Graduates and Practice Expectations at Entry Level as perceived by the Nursing Personnel and Nursing Leadership of the Hospitals in UAEen_US
dc.title.alternativeCompetency Preparedness of Baccalaureate Nursing Graduates and Practice Expectations at Entry Level as perceived by the Nursing Personnel and Nursing Leadership of the Hospitals in UAEen_US
dc.title.alternativeCompetency preparedness of new graduate nursesen_US
dc.title.alternativeEntry level competency preparedness as perceived by the hospital personnel.en_US
dc.typeThesisen_US
dc.Location2021 LB 1587 R35


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