A Need for Confidence and Competence

Confidence is well-established as a factor in professionally developing cohorts of competent newly graduated registered nurses [NGRN]. But what is their relationship, and how do these two elements entwine to achieve optimal outcomes (Gottlieb et al., 2022). The transition into clinical nursing practice is underpinned by the immense new patient care responsibilities. The complexities of this role adjustment are often bolstered by anxiety and uncertainty, which challenge the development of self-esteem (Serafin et al., 2022; Zhang et al., 2016). A strong sense of self-esteem supports NGRN's confidence and perceived self-value as a clinician. Confident NGRNs are likelier to attempt new tasks, ask questions and test their knowledge. This may result in increased or decreased competence within their roles (Serafin et al., 2022). So how can NGRNs find a confidence-to-competence balance that is ‘just right’ for them? This individual process requires unique and personalised planning and delivery for learning and assessment (Jaspan et al., 2022).

Not Too Little, Not too Much

The crux of this confidence-to-competence balance revolves around finding the ‘perfect recipe’ to refine skills that wither away at fear and allow confidence to shine through. Essentially, ‘too little’ confidence means that NGRNs are unlikely to apply themselves to essential tasks that may be outside of their comfort zone. They may even hesitate to respond to critical patient situations, which hinders their competence in building (Gottlieb et al., 2022; Zhang et al., 2016). Contrarily, when NGRNs have ‘too much’ confidence in their abilities, they may perceive mastering a new task is unnecessary. Or they may perceive themselves as already being highly competent nurses. This increases the probability of medical errors and adverse patient events (Gottlieb et al., 2022; Jaspan et al., 2022). ‘Too little’ competence produces unacceptably low levels of knowledge, skills, judgement and, naturally, clinical performance standards (Gottlieb et al., 2022; Zhang et al. 2016). ‘Too much’ competence would be ‘just right’ for promoting goal achievement and patient safety. Producing this recipe requires the perfect hint of confidence (Zaitoun et al., 2023).

Building Confidence to Enhance Competence

Confidence is an emotion often expressed in various ways and is required for NGRNs to believe they can achieve something if they put their minds and skills to it. Wherein competence is a behaviour or ability to complete tasks with optimal outcomes (Kämmer & Hautz et al.,2022). An optimal balance of confidence-to-competence denotes that if NGRNs are confident of their abilities to achieve a task, they are more likely to attempt it. This action increases their competence through repetition and critical thinking, which further increases their confidence and subsequently, they will continue to attempt and refine these tasks (Jaspan et al., 2022). However, research suggests that even after a NGRN has mastered a task, they still will not perform adequately if their contextual confidence wavers. Throughout this introductory stage of professional development, confidence and competence should be assessed within appropriate learning and feedback opportunities (Kämmer & Hautz et al.,2022).

Feedback: The Key to Balancing Confidence and Competence

Competence is the objective, and confidence is either the key to success or the barrier which blocks it. Improved calibration, which is the matching of confidence-to-competence, should always aim to improve competence. However, confidence and competence are not developed in parallel (Kämmer & Hautz et al.,2022; Rush et al., 2019). Establishing a healthy balance of confidence-to-competence, which is ‘just right’, is promoted through workplace feedback. When positive feedback is received, NGRNs feel justified in reinforcing their behaviour, their confidence increases, and they repeat the praised actions (Gottlieb et al., 2022; Jaspan et al., 2022). However, negative feedback elicits a behaviour change and recalibration of confidence. In the absence of positive or negative feedback, research suggests that NGRNs will self-calibrate their confidence-to-competence loop and are likely to demonstrate overconfidence as an outcome (Jaspan et al., 2022; Rush et al., 2019).

Conclusion

Feedback is one of the major ingredients in the recipe for an optimal confidence-to-competence loop. This enables NGRN self-reflection upon their own strengths and weaknesses and the opportunity to scaffold on their previously established skills (Immonen et al., 2019). This further supports calibration of finding that balance of confidence and competence which is ‘just right’. Understanding the relationship between these two elements and their effects on NGRN professional development assists in setting goals and gaining insight to promote their professional growth into successful clinicians (Immonen et al., 2019; Jaspan et al., 2022).

References

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