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To explore the competency of nursing graduates from the four dimensions of clinical practice, research ability, teaching ability and management ability, analyse its influencing factors and provide data support for improving the post ability of nurses with a master's degree.
In September 2024, a convenience sampling method was used to administer a self-designed questionnaire regarding post-graduation post-competency to 330 nursing master's degree graduates from 68 tertiary hospitals and five medical universities across China.
The average scores of clinical competence, research competence, teaching competence and management competence of nursing graduates were more than 7 (out of 10 points). Based on the Benner model, all the abilities of the participants were at the level of competent. Multivariate linear regression analysis indicated that marital status (p < 0.001), years since graduation (p < 0.001), major (p < 0.001) and et al., significantly influenced clinical competency. Furthermore, marital status, major, hospital rank and graduate type were key research competency factors. For teaching competency, major, training nature and professional title played a crucial role, whereas major, professional title, marital status and hospital rank were essential for management competency. Multivariate logistic regression analysis indicated that job position (χ 2 = 11.375, p = 0.01) significantly influenced SCI publication, whereas the training nature and type of graduate school were independent factors affecting publication in Chinese core journals. Moreover, years since graduation and professional title were independent factors that influenced the publication of scientific core journals.
The post-competency scores of nursing master's degree graduates in the four dimensions of clinical, research, teaching and management were moderate, indicating substantial potential for enhancement. Managers should develop personalised training programs based on different factors that influence the overall competency of nursing master's degree graduates, thereby improving nursing quality and ensuring patient safety.
To describe the perspectives of individuals receiving haemodialysis regarding health literacy in fluid management.
A qualitative descriptive approach using directed content analysis of interviews from an explanatory mixed methods study.
Semi-structured individual interviews were conducted from September 2020 to February 2021 with 28 individuals receiving haemodialysis who had attended a prior quantitative study. A directed qualitative content analysis approach was used to identify categories and subcategories emerging from the data.
Six categories of health literacy were identified: (1) active health management, (2) engagement with healthcare providers, (3) understanding and support from healthcare providers, (4) social support, (5) health information literacy and (6) navigation of the healthcare system.
Based on their real-life experience, individuals receiving haemodialysis have unique health literacy needs regarding fluid management. A comprehensive understanding of these unique needs is crucial in creating person-centered interventions to address inadequate fluid restriction.
Interventions to address inadequate fluid restriction should be person-centered, considering each individual's unique health literacy needs. This involves conducting a comprehensive assessment of individuals' health literacy needs, empowering individuals to actively engage in health, engaging the entire support network and facilitating health information literacy in line with individuals' preferences.
This study offers detailed insights into the health literacy needs related to fluid management in individuals undergoing haemodialysis. The findings could inform the development of person-centered fluid management strategies for these individuals.
We adhered to the Consolidated Criteria for Reporting Qualitative Research checklist.
No patient or public contribution.
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