ABSTRACT Objective This study examined the perceptions of operating room nurses about perioperative competency and the views of the surgical team on factors that facilitate competency acquisition. Design A convergent, parallel, mixed‐methods study design was used, wherein quantitative and qualitative data were collected simultaneously, analyzed independently, and then integrated during interpretation to provide a comprehensive understanding of the phenomenon. Setting and Participants The study was conducted between March and August 2020 in 17 university, public, and private hospitals across three cities. The quantitative phase included 224 operating room nurses, while the qualitative phase involved 54 surgical team members, including surgeons, anesthesiologists, and technicians. Methods Quantitative data were collected using the Perceived Perioperative Competence Scale, and qualitative data were obtained through semi‐structured interviews. Data were integrated during interpretation, wherein the findings were compared and contrasted to identify areas of confirmation, expansion, or discrepancy. The STROBE, COREQ, and GRAMMS checklists were employed in reporting the study. Results The quantitative findings indicated high perceived perioperative competency among nurses, influenced by institutional and experiential factors. The qualitative analysis revealed three main themes influencing competency development: individual characteristics (motivation and desire to learn), institutional structures (management support and team harmony), and structured training programs. The integrated findings confirmed that formal mentoring and supportive environments enhance competency acquisition. Conclusion The acquisition of competency in operating room nursing can be strengthened through structured institutional mentoring systems, a supportive organizational culture, and comprehensive training. These findings support the design of targeted interventions at both the individual and institutional levels to improve perioperative nursing practice.
Uçak et al. (2025) studied this question.