Use of the PPCS-R scale to analyse the impact of training and experience on self-perceived perioperative nursing competence: A multicentre cross-sectional study

Perioperative competencies: Using the PPCS-R scale

Abstract

Introduction: Competence in perioperative nursing integrates technical and nontechnical skills essential for safe and effective clinical practice. Nurses’ self-perception of competence plays a vital role in professional development and patient safety. Understanding the factors influencing self-perceived competence is crucial for supporting growth in high-intensity environments like the operating room (OR).

Aim: This study assessed self-perceived competence of perioperative nurses using the Perceived Perioperative Competence Scale-Revised (PPCS-R).

Methods: A cross-sectional study was conducted among 59 nurses working in two operating blocks in central Italy. The final sample included 29 participants (65.6% female; mean age 41.9 ± 10.3 years). Most held a first-level nursing degree (55.2%), with only a few (10.3%) having completed postgraduate, OR-specific training. Data were collected using the PPCS-R, and statistical analysis included descriptive statistics and the Mann-Whitney U test.

Results: Participants reported the highest perceived competence in ‘fundamental knowledge and skills’ (M = 4.13, SD = 0.63) and the lowest in ‘leadership’ (M = 3.05, SD = 0.94). Confidence was high in equipment location (M = 4.76, SD = 0.57) but lower in anticipating surgical procedures (M = 3.72, SD = 1.06). Challenges emerged in conflict management (M = 2.70, SD = 0.86) and communication (M = 3.34, SD = 0.85). Nurses with more than six years of experience scored significantly higher (p < 0.05) across five of the six domains, but not for the domain of ‘empathy’ (p = 0.34). Education level and professional role were not significantly associated with perceived competence.

Conclusion: Clinical experience strongly influences self perceived perioperative competence. These findings highlight the importance of professional experience and suggest that structured postgraduate education may support the development of competence in specific areas such as leadership and collaboration.