الفهرس 
Medical departmentsOnly 14 pages are availabe for public view
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Abstract
is a complex, relative, context dependent, and variable concept, and involves the combination of knowledge, skills, and attitudes, and the logical, scientific, and behavioral features in an individual, on the basis of which one can perform his roles professionally and independently in a standard manner and have appropriate clinical judgment in different situations. In the rapid development of healthcare systems, nurses constitute a vital professional group who must be competent in providing safe, high-quality and cost-effective healthcare. Nurse competency is the key issue for nursing educators and administrators, and assessing and improving competency is a vital aspect in meeting requirements for an improved health system (Nilsson, Johansson, Nordström & Wilde-Larsson, 2020).
Occupation is an activity pattern that sustains life, by receiving economic payment, ac-cording to individual talents and abilities, as compensation for the consumption of mental and physical energy. Personality is shaped through the interaction with the environment, and its determinants are related to genetic-physiological, as well as socio-cultural factors. Personality is suggested to be considered in nursing profession. Personality can predict nurses’ job satisfaction, and enhances the positive career outcome and has significant implications for nurses and healthcare managers. Also personality type affects burnout. (Heydari1, Kareshki & Armat, 2016).
The present study was aimed to assess the effect of educational program about professional competence among staff nurses on their occupational personality through assessing staff nurses’ knowledge regarding professional competence thorough study phases, assessing staff nurses’ perception regarding professional competence thorough study phases ,assessing staff nurses’ practice regarding professional competence thorough study phases, assessing occupational personality levels of staff nurses thorough study phases, designing and implementing educational program for staff nurses’ about professional competence, and assessing the effect of program on their occupational personality.
Study design:
A quasi experimental research pretest- posttest one group design was utilized to conduct this study to achieve the aim of present study.
Study setting
The study was conducted in medical-surgical departments at Benha University Hospitals. The hospital total bed capacity (880) which composed of three separated buildings; Medical building (478 beds), Surgical building (384 beds) and Ophthalmology building (18 beds). The numbers of studied Medical units consisted of 16 units. Surgical units consisted of 9 units. The total numbers of studied units were 25 units
Study subject
The subjects of the present study consisted of (295) staff nurses: A Simple random sample was talked from nurses’ who were working in the above-mentioned study setting at Benha University Hospital and available at the time of study. The staff nurses, who were included in the pilot study, were twenty-nine.
Tools of data collection:
To achieve the aim of the study the following four tools were used.
Tool (I) Nurses’ Professional Competence Knowledge Questionnaire ( Appendix I):
It was developed by the investigator based on review of related literature. It was included two parts:
Part (1): Personal data about study subjects such as age, gender, marital status and clinical training setting.
Part (2): It was included different questions to assess nurses’ knowledge about nurses’ professional competence. It consisted of 44 in form of true& false (30 questions), multiple choice (14 questions).
Tool (II) - Nursing Competence Scale (Appendix II):
It was developed to assess nurses’ competence practice through their point of view. It consisted of 73 items.
Tool (III) - Nurses’ Professional Competence Observational Checklist (Appendix III):
It was be adapted and was modified by the investigator to assess nurses’ professional competence practice through my point of view. It was included 73 items.
Tool IV- Occupational Personality Questionnaire (Appendix IV):
It was adapted and was modified by investigator to assess nurses’ levels of occupational personality. It included 32 items.
The study showed the following results:
• shows that less than half (40.6%) of studied nurses had age 30 < 35 years with Mean ±SD (32.47±0.60). As far as their gender, about three quarter (71.1%) of them was female. In relation to their marital status less than two thirds (57.6%) of them were not married, more than two fifth (42.4%) had Nursing diploma and less than half (45.7%) of them had 5 years to <10 years of experience.
• The program had a greater effect on improving nurses knowledge throughout post and follow-up phases of the program compared with the preprogram; the majority of nurses (84.7%) and (79.9%) had satisfactory knowledge level during post program phase and follow up phase (after three months), respectively compared with preprogram phase(22.7%).
• The program had a greater effect on improving nurses perception throughout post and follow-up phases of the program compared with the preprogram; less than one fifth 16% of studied nurses have good level of perception about professional competence during pre-program. Meanwhile, more than three quarters 79% of them have good level of perception about professional competence during post-program and more than two third 65% follow up phases.
• The program had a greater effect on improving nurses practices throughout post and follow-up phases (after three months) of the program compared with the preprogram as majority of nurses (83.5%) and more than two thirds(61%) had a good practices level during post program phase and follow up phase(after three months), respectively.
• The program had a greater effect on improving nurses about occupational personality throughout post and follow-up phases (after three months) of the program compared with the preprogram as majority of nurses (91.3%) and (82%) had high occupational personality level during immediately post program phase and follow up phase(after three months), respectively.
• there was a highly statistical significant positive correlation between nurses’ total professional competence knowledge, perception and practice scores and their occupational personality score at post program and there was a statistical significant positive correlation in follow up program phase compared with preprogram phase.
Conclusion
In the light of the foregoing present study results, it can be concluded that the educational program about professional competence succeeded in improving staff nurses’ knowledge, perception and practice regarding professional competence and their occupational personality. was a highly positive statistical significant correlation between nurses’ total professional competence knowledge, perception and practice and their occupational personality score at post program and there was a positive statistical significant correlation in follow up program phase (after three months) compared with preprogram phase. This mean that when knowledge, perception and practice of professional competence improved level of occupational personality improved.
Recommendations:
In the light of the findings obtained from the present study, the following points are recommended:
Nursing level:
1. Conducting training and education programs must be a continuous process for refreshing and increasing nurses’ knowledge and skills about the concept of professional competences and ideals models application in clinical practice of nurses.
2. Establishing effective protocols to evaluate the competencies of nurses, mandating the use of existing nursing guidelines, establishing effective resource inventory systems, and mandating safety education and ensuring a safe work environment.
3.Encouraging participate management and shared governance to enhance nurses professional competences.
4. Developing program for nurse supervisors for improving their professional competences and toward staff nurses.
5. Motivating members of their working community and is able to give and receive feedback.
6. Consideration of personality characteristics as a criterion for the recruitment of new students to nursing, guidance and personality testing before university entrance examination is suggested.
Educational level:
7. Encouraging nurses at different levels to improve and update their knowledge by self-learning. This can be achieved by establishing of small Recommendations nursing library within hospital departments supplied with recent handouts with updated knowledge and practice especially about professional competences.
8. Doing periodical assessment of nurses` knowledge to detect subjects and areas to be covered in education courses of training to improve their professional competences.
9.Training activities to nursing supervisors to promote their occupational personality.
Research level:
10. Replication of the study on a larger probability sample is highly recommended to achieve generalizable results.
11. Investigating factors that affect staff nurses’ skills acquisition at the clinical setting.
12. Demonstrating good work community skills when working in multidisciplinary teams, environments and networks (e.g., emotional intelligence in interaction and cooperation in teams and multidisciplinary environments).
13. Making study about the effect of nurses professional competences on occupational personality.