MEASURING COMPETENCE: THE JOURNEY TO PROFESSIONAL READINESS IN NURSING EDUCATION

Abstract

Objective: The objective of this study is to address the urgent need for a reliable framework for 
assessing nursing graduates' professional preparedness when they join the field. It aims to 
determine whether professional readinessis a measurable construct, investigate the complex idea
of professional preparedness among nursing professionals, andcreate an integrated evaluation 
scale for nursing graduates. Methodology: This study is conducted in four phases using an 
exploratory sequential research design using a mixed- method approach. Focus groups and indepth interviews with stakeholders, such as administrators,educators, practitioners, and nursing
experts, are part of the qualitative phases. To determine the essentialcomponents of professional
preparedness, thematic analysis is utilized. Based on the collected qualitative insights, an 
evaluation tool is developed and validated in the next quantitative steps. Result: Critical aspects 
of professional preparation, such as clinical abilities, cognitive skills, personal qualities, and
adherence to ethical and professional standards, were identified through the qualitative data
analysis. Stakeholder insights emphasized the need for improved communication, stress
management strategies, and development of practical skills in nursing education. Nursing 
graduates' professional readiness can be measured thanks to the creation of an assessment tool and 
a theoretical framework that were developed with input from stakeholders. Significance: The 
results of patient care, nursing education, and institutional reputation are all significantly affected 
by this study. It seeks to raise patient care standards, increase retention rates, and promote a 
professional culture within the nursing profession by filling in professional preparedness gaps. The 
results offer significant perspectives for improving curricula, improving instructional techniques,
and encouraging a professional culture in nursing students. In the end, this study adds to the 
larger conversation on the value of professional readiness assessments in raising job performance
and boosting healthcare provision.