Huston C, et al. The academic-practice gap: strategies for an enduring problem. In nursing forum. Wiley Online Library; 2018.
Meretoja R, Isoaho H, Leino-Kilpi H. Nurse competence scale: development and psychometric testing. J Adv Nurs. 2004;47(2):124–33.
Google Scholar
Järvinen T, et al. Nurse educators’ perceptions of factors related to the competence of graduating nursing students. Nurse Educ Today. 2021;101:104884.
Google Scholar
Satu KU, et al. Competence areas of nursing students in Europe. Nurse Educ Today. 2013;33(6):625–32.
Google Scholar
World Health Organization. State of the world’s nursing 2020: investing in education, jobs and leadership. 2020 [cited 12 June 2023; https://www.who.int/publications-detail-redirect/9789240003279.
Lee W-H, Kim S, An J. Development and evaluation of korean nurses’ core competency scale (KNCCS) 2017.
American Association of Colleges of Nursing. The essentials: core competencies for professional nursing education… 2020 [cited 2023; https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf.
Gardulf A, et al. The Nurse Professional competence (NPC) scale: self-reported competence among nursing students on the point of graduation. Nurse Educ Today. 2016;36:165–71.
Google Scholar
Kajander-Unkuri S, et al. The level of competence of graduating nursing students in 10 European countries-comparison between countries. Nurs Open. 2021;8(3):1048–62.
Google Scholar
Labrague LJ et al. A Multicountry Study on Nursing Students’ Self-Perceived Competence and Barriers to Evidence‐Based Practice 2019. 16(3): pp. 236–246.
Visiers-Jiménez L, et al. Clinical learning environment and graduating nursing students’ competence: a multi-country cross-sectional study. Nurs Health Sci. 2021;23(2):398–410.
Google Scholar
Herron EK. New graduate nurses’ preparation for recognition and prevention of failure to rescue: a qualitative study. J Clin Nurs. 2018;27(1–2):e390–401.
Brown RA, Crookes PA. What are the ‘necessary’ skills for a newly graduating RN? Results of an Australian survey. BMC Nurs. 2016;15:23.
Google Scholar
Amsalu B, et al. Clinical practice competence of Mettu University nursing students: a cross-sectional study. Adv Med Educ Pract. 2020;11:791–8.
Google Scholar
Song Y, McCreary LL. New graduate nurses’ self-assessed competencies: an integrative review. Nurse Educ Pract. 2020;45:102801.
Google Scholar
Hickerson KA, Taylor LA, Terhaar MF. The Preparation-Practice gap: an Integrative Literature Review. J Contin Educ Nurs. 2016;47(1):17–23.
Google Scholar
Huang FF, et al. Self-reported confidence in patient safety competencies among Chinese nursing students: a multi-site cross-sectional survey. BMC Med Educ. 2020;20(1):32.
Google Scholar
Hong S et al. A Cross-Sectional Study: What Contributes to Nursing Students’ Clinical Reasoning Competence? Int J Environ Res Public Health, 2021. 18(13).
Mcquitty DJPE, Counseling. Teaching interpersonal communication concepts to increase awareness and reduce health disparities: Presenter (s): DaKysha Moore, NCAT, United States 2023. 109: pp. 25–26.
Lam CK, Schubert CF, Herron EK. Evidence-based practice competence in nursing students preparing to transition to practice. Worldviews Evid Based Nurs. 2020;17(6):418–26.
Google Scholar
Lake MA. What we know so far: COVID-19 current clinical knowledge and research. Clin Med (Lond). 2020;20(2):124–7.
Google Scholar
Shustack L. Integrating Google Earth in Community Health nursing courses: preparing globally aware nurses. Nurse Educ. 2020;45(2):E11–2.
Google Scholar
Zeleníková R, et al. Self-assessed competence of final-year nursing students. Nurs Open. 2023;10(7):4607–18.
Google Scholar
Hyun A, Tower M, Turner C. Exploration of the expected and achieved competency levels of new graduate nurses. J Nurs Manag. 2020;28(6):1418–31.
Kukkonen P, et al. Nurse managers’ perceptions of the competence of newly graduated nurses: a scoping review. J Nurs Manag. 2020;28(1):4–16.
Google Scholar
Nilsson J et al. Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe. 2019. 39(3): p. 159–67.
Kajander-Unkuri S et al. Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey. Int J Nurs Educ Scholarsh, 2020. 17(1).
Salminen L, et al. The competence of nurse educators and graduating nurse students. Nurse Educ Today. 2021;98:104769.
Google Scholar
Numminen O, et al. Newly graduated nurses’ competence and individual and organizational factors: a multivariate analysis. J Nurs Scholarsh. 2015;47(5):446–57.
Google Scholar
Södersved Källestedt ML, et al. Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses: a qualitative study. J Clin Nurs. 2020;29(23–24):4784–94.
Google Scholar
Ezzati E, et al. Exploring the social accountability challenges of nursing education system in Iran. BMC Nurs. 2023;22(1):7.
Google Scholar
Farsi Z, et al. Comparison of Iran’s nursing education with developed and developing countries: a review on descriptive-comparative studies. BMC Nurs. 2022;21(1):105.
Google Scholar
Salem OA et al. Competency based nursing curriculum: establishing the standards for nursing competencies in higher education. 2018. 5(11): p. 1–8.
Noohi E, Ghorbani-Gharani L. and A.J.S.i.D.o.M.E. Abbaszadeh, A comparative study of the curriculum of undergraduate nursing education in Iran and selected renowned universities in the world 2015. 12(3): pp. 450–471.
Rassouli M, Zagheri Tafreshi M. J.J.o.c.e. Esmaeil. Challenges Clin Nurs Educ Iran Strategies. 2014;2(1):11–22.
Riazi S, et al. Understanding gaps and needs in the undergratue nursing curriculum in Iran: a prelude to design a competency-based curriculum model %J payesh (Health Monitor). Journal. 2020;19(2):145–58.
ADIB HM, Mazhariazad F. Nursing Bachelor’s Education program in Iran and UCLA: A comparative study 2019.
Farokhzadian J, et al. Using a model to design, implement, and evaluate a training program for improving cultural competence among undergraduate nursing students: a mixed methods study. BMC Nurs. 2022;21(1):85.
Google Scholar
Sargazi O, et al. Improving the professional competency of psychiatric nurses: results of a stress inoculation training program. Psychiatry Res. 2018;270:682–7.
Google Scholar
Faraji A, et al. Evaluation of clinical competence and its related factors among ICU nurses in Kermanshah-Iran: a cross-sectional study. Int J Nurs Sci. 2019;6(4):421–5.
Atashzadeh-Shoorideh F, et al. Essential dimensions of professional competency examination in Iran from academic and clinical nurses’ perspective: a mixed-method study. J Educ Health Promot. 2021;10:414.
Google Scholar
Purabdollah M, et al. Comparison of the Iranian and scandinavian bachelor of nursing curriculum (Sweden): a scoping review. J Educ Health Promotion. 2023;12(1):389.
Google Scholar
Benner P. J.B.o.s., technology and society, using the Dreyfus model of skill acquisition to describe and interpret skill acquisition and clinical judgment in nursing practice and education. 2004. 24(3): p. 188–99.
World Health Organization. Nurse educator core competencies. Geneva, Switzerland: World Health Organization. 2016 [cited 23 June 2023; https://www.who.int/hrh/nursing_midwifery/nurse_educator050416.pdf.
Purabdollah M, et al. Competencies expected of undergraduate nursing students: a scoping review. Nurs Open. 2023;10(12):7487–508.
Google Scholar
Bondy KN. Clinical evaluation of student performance: the effects of criteria on accuracy and reliability. Res Nurs Health. 1984;7(1):25–33.
Google Scholar
NLf N. Outcomes for graduates of practical/vocational, diploma, associate degree, baccalaureate, master’s, practice doctorate, and research doctorate programs in nursing. New York 2010; 201]. https:api.semanticscholar.org/corpus ID: 68620057.
Aguayo-González M, Castelló-Badía M, Monereo-Font C. Critical incidents in nursing academics: discovering a new identity. Rev Bras Enferm. 2015;68(2):195–202. 219 – 27.
Scott Imus FJJNEP. Nurse anesthesia student’s personality characteristics and academic performance: A big five personality model perspective 2019. 9: pp. 47–55.
Neishabouri M, Ahmadi F, Kazemnejad A. Iranian nursing students’ perspectives on transition to professional identity: a qualitative study. Int Nurs Rev. 2017;64(3):428–36.
Google Scholar
Zheng S, et al. New nurses’ experience during a two year transition period to clinical practice: a phenomenological study. Nurse Educ Today. 2023;121:105682.
Google Scholar
Aryuwat P, et al. An integrative review of resilience among nursing students in the context of nursing education. Nurs Open. 2023;10(5):2793–818.
Google Scholar
Ayaz-Alkaya S, Simones J. Nursing education stress and coping behaviors in Turkish and the United States nursing students: a descriptive study. Nurse Educ Pract. 2022;59:103292.
Google Scholar
Akhtar-Danesh N, et al. Perceptions of professionalism among nursing faculty and nursing students. West J Nurs Res. 2013;35(2):248–71.
Google Scholar
Keeling J, Templeman J. An exploratory study: student nurses’ perceptions of professionalism. Nurse Educ Pract. 2013;13(1):18–22.
Google Scholar
Nilsson J, et al. Development and validation of a new tool measuring nurses self-reported professional competence–the nurse professional competence (NPC) scale. Nurse Educ Today. 2014;34(4):574–80.
Google Scholar
Berkow S, et al. Assessing new graduate nurse performance. J Nurs Adm. 2008;38(11):468–74.
Google Scholar
Lofmark A, Smide B, Wikblad K. Competence of newly-graduated nurses–a comparison of the perceptions of qualified nurses and students. J Adv Nurs. 2006;53(6):721–8.
Google Scholar
Park E, Choi J. Attributes associated with person-centered care competence among undergraduate nursing students. Res Nurs Health. 2020;43(5):511–9.
Google Scholar
Tong V, Epeneter BJ. A comparative study of newly licensed registered nurses’ stressors: 2003 and 2015. J Contin Educ Nurs. 2018;49(3):132–40.
Google Scholar
Florin J, et al. Educational support for research utilization and capability beliefs regarding evidence-based practice skills: a national survey of senior nursing students. J Adv Nurs. 2012;68(4):888–97.
Google Scholar
Reid J, et al. Enhancing utility and understanding of evidence based practice through undergraduate nurse education. BMC Nurs. 2017;16:58.
Google Scholar
Phillips JM, Cullen D. Improving the adoption of evidence-based practice through RN-to-BSN education. J Contin Educ Nurs. 2014;45(10):467–72.
Google Scholar
Stievano A, Tschudin V. The ICN code of ethics for nurses: a time for revision. Int Nurs Rev. 2019;66(2):154–6.
Google Scholar
Ministry of Education and Research. Norwegian qualifications framework: levels and learning outcome descriptors… 2011 [cited 23 June 2023; https://www.regjeringen.no/contentassets/e579f913fa1d45c2bf2219afc726670b/nkr.pdf.
Chen Q, et al. Differences in evidence-based nursing practice competencies of clinical and academic nurses in China and opportunities for complementary collaborations: a cross‐sectional study. J Clin Nurs. 2023;32(13–14):3695–706.
Google Scholar
Missen K, McKenna L, Beauchamp A. Registered nurses’ perceptions of new nursing graduates’ clinical competence: a systematic integrative review. Nurs Health Sci. 2016;18(2):143–53.
Google Scholar
Leonardsen AL, et al. Nurses’ perspectives on technical skill requirements in primary and tertiary healthcare services. Nurs Open. 2020;7(5):1424–30.
Google Scholar
Duchscher JE. B.J.J.o.a.n. Transition Shock: Initial Stage role Adaptation New Graduated Registered Nurses. 2009;65(5):1103–13.
Ajemba MN, Ikwe C, Iroanya JC. Effectiveness of simulation-based training in medical education: assessing the impact of simulation-based training on clinical skills acquisition and retention: a systematic review. World J Adv Res Reviews. 2024;21(1):1833–43.
Google Scholar
Krystallidou D et al. Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83 Medical Teacher, 2024: pp. 1–18.
Sun Y, et al. Critical thinking abilities among newly graduated nurses: a cross-sectional survey study in China. Nurs Open. 2023;10(3):1383–92.
Google Scholar
