Aug 2026· Journal of Nursing Research· 0 citations· 17 references
Medicine
TL;DR
This study highlights the potential of AI-based competency assessments to improve fairness and efficiency in the process of selecting and hiring new nurses and suggests tailored algorithms that reflect core nursing competencies and establishing clear evaluation criteria is necessary.
Abstract
Background
Artificial intelligence (AI)-based competency assessments have been incorporated into nurse recruitment processes in South Korea; however, nursing applicants' and educators' experiences with these assessments, as well as their perceptions of the effectiveness of these assessments in nurse selection, have not been examined.
Purpose
The aim of this study was to comprehensively explore the perceptions of nursing applicants and educators of the effectiveness of AI-based competency assessments in the process of selecting new nurses for patient care roles.
Methods
A qualitative descriptive design was used in this study. Data were collected between February and August 2024 in South Korea. Semistructured focus group interviews were conducted with 10 nursing applicants and 10 nurse educators, including nursing professors and nurse managers, regarding their experience participating in AI-based competency assessments. Focus group interviews were conducted in five groups, each consisting of three to five participants. Data were analyzed using conventional content analysis. The COREQ (Consolidated Criteria for Reporting Qualitative Research) guidelines were used to assess study rigor.
Results
The analysis of the interviews revealed eight subthemes and four themes derived from 32 codes. The following four themes were identified: (a) doubts about the evaluation method and criteria, (b) efficiency of AI-based competency assessments, (c) challenges in preparing for AI-based competency assessments, and (d) improvements and alternative approaches to nurse selection.
CONCLUSIONS/IMPLICATIONS FOR PRACTICE
This study highlights the potential of AI-based competency assessments to improve fairness and efficiency in the process of selecting and hiring new nurses. To ensure validity, developing tailored algorithms that reflect core nursing competencies and establishing clear evaluation criteria is necessary. Also, interdisciplinary collaboration is needed to support the ethical and practical integration of AI in the process of selecting and hiring new nurses.
Initial evidence is provided that the NAIRS is a valid and reliable instrument for assessing nursing students' readiness for artificial intelligence across knowledge/awareness, willingness to use AI, self-efficacy, and ethical awareness domains and may be useful for educational needs assessment and curriculum planning in nursing education.
Sumeyye Akçoban, Gülay Koca, S. Berşe· BMC Nursing· 0 citations
Optimists and Realists appear to actively integrate AI tools into clinical practice and examination preparation and generally perceive them as beneficial for learning outcomes, highlighting the importance of adopting differentiated pedagogical approaches rather than a one-size-fits-all curriculum.
Pelin Karataş, Demet Öztürk· Journal of Education and Res...· 0 citations
Dedicated time for AI education for CHNs is needed to address how recommendations are generated and the significance to give to AI recommendations, clear policies and guidelines need to be established to inform CHNs use of AI.
M. H. Betkus, D. Banner, L. Currie et al.· The Canadian journal of nurs...· 0 citations
Nursing academics appear to adopt AI selectively, prioritising preservation of core professional values while embracing applications perceived to enhance, rather than replace, educational practice, providing evidence for nursing education programs globally regarding faculty development, institutional policy frameworks, and curriculum design strategies integrating technological advancement whilst maintaining person-centred values.
Natasha Hawkins, Anthea Fagan, Yumiko Coffey et al.· Journal of Advanced Nursing· 0 citations
Background: Clinical leadership competency is an important aspect of nursing practice, particularly for supporting coordinated care, effective teamwork, and sound clinical decision-making. Understanding the level of clinical leadership competency among registered nurses can help identify areas for further professional development. This study aimed to determine the level of clinical leadership competency and examine its associations with selected demographic and professional characteristics among registered nurses working in neuro units of a tertiary hospital in Riyadh, Saudi Arabia.
Methods: A quantitative descriptive cross-sectional study was conducted among 81 registered nurses. Data were obtained using a structured questionnaire that included a researcher-modified version of the Leadership Practices Inventory (LPI) Self-Assessment developed by Kouzes and Posner. The modified 40-item questionnaire assessed four clinical leadership competency domains: Demonstrating Personal Attributes, Working with Others, Duty Management, and Setting Direction & Making Decisions. Participant characteristics and competency scores were summarized using descriptive statistics. Inferential statistical tests were applied to examine associations between selected demographic and professional characteristics and the clinical leadership competency domains. Statistical significance was considered at p < 0.05. The internal consistency of the modified questionnaire was evaluated using Cronbach’s alpha.
Results: Among the 81 participants, 48 (59.3%) demonstrated excellent overall clinical leadership competency, 32 (39.5%) demonstrated good competency, and 1 (1.2%) was classified as developing. The highest proportion of excellent competency was observed in Duty Management (63.0%), followed by Working with Others (60.5%) and Setting Direction & Making Decisions (53.1%). Demonstrating Personal Attributes had comparable proportions of participants with good (49.4%) and excellent (48.1%) competency. The overall mean clinical leadership competency score was 85.5 ± 6.9, while Duty Management recorded the highest domain mean (86.7 ± 7.8). Shift leadership role was significantly associated with Duty Management (p = 0.022) and Setting Direction & Making Decisions (p = 0.018). Nationality was significantly associated with Setting Direction & Making Decisions (p = 0.048). No significant associations were identified between the competency domains and age, gender, educational level, or years of nursing experience. The modified questionnaire demonstrated high internal consistency, with a Cronbach’s alpha of 0.943.
Conclusion: The participating registered nurses demonstrated a high level of clinical leadership competency overall, with Duty Management emerging as the highest-scoring domain. Shift leadership role was associated with competency in Duty Management and Setting Direction & Making Decisions. These findings support the provision of appropriate opportunities for nurses to undertake clinical leadership responsibilities and participate in structured professional development. As the study employed a cross-sectional design, the observed associations cannot be interpreted as causal relationships. Further longitudinal and interventional research is recommended to determine whether structured leadership opportunities are associated with changes in clinical leadership competency over time.
Dr. Premalatha Jayachandra, Ahmed Alrasheedi, Badryah Alrasheedi et al.· Adolescência e Saúde· 0 citations
Objective To understand the cultural competence of ICU nurses by adopting an explanatory sequential mixed-methods design, and to analyze its influencing factors, so as to provide directions for improving the cultural competence of ICU nurses. In July 2025, 238 ICU registered nurses from three comprehensive tertiary hospitals in Shanghai were enrolled using cluster sampling. Data were collected using a general information questionnaire, the Cultural Intelligence Scale (CQS), and the revised Inventory for Assessing the Process of Cultural Competency (IAPCC-R). A total of 204 nurses completed valid questionnaires, with an effective response rate of 85.71%. Multiple linear regression and Pearson correlation analysis were performed to identify influencing factors. In August 2025, 22 ICU nurses who met the eligibility criteria were selected by purposive sampling for semi-structured in-depth interviews, and data were analyzed using Colaizzi’s 7-step method. The mean score of cultural competence among 204 ICU nurses was 74.42, indicating a moderate level. Among them, 68 cases (33.33%) had a high level of cultural competence, 134 cases (66.18%) had a medium level, and 2 cases (0.98%) had a low level. Particularly, cultural knowledge and cultural contact were identified as the two weakest dimensions. Multiple linear regression analysis showed that cultural intelligence, foreign language proficiency, and professional title were influencing factors of cultural competence among ICU nursing staff (P < 0.05). Pearson correlation analysis revealed a strong positive correlation between cultural intelligence and cultural competence (r = 0.79, p < 0.001).Qualitative findings further explained the underlying reasons for the moderate overall level and weak dimensions observed in the quantitative results, including fragmented acquisition of cultural knowledge, insufficient and unguided cultural contact experiences, inadequate organizational support, and cross-cultural communication barriers.The qualitative research extracted five themes: cultural awareness, cultural knowledge, cultural skills, cultural contact, and cultural willingness. Integrated analysis of quantitative and qualitative results found that the two complemented each other in explaining the current situation and influencing factors of ICU nursing staff’s cultural competency. To enhance the cultural competence of ICU nursing staff, targeted training should focus on the two weakest dimensions: cultural knowledge and cultural contact. A structured, scenario-based training system is recommended to improve cultural competence sustainably, so as to provide high-quality nursing services for patients with cultural care needs.
Haiping Yu, Li Yuhan, Weiying Zhang et al.· BMC Nursing· 0 citations
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