Competence versus performance: which is more important?

Competence of healthcare professionals in diagnosing and managing obstetric complications and conducting neonatal care: a clinical vignette-based assessment in district and subdistrict hospitals in northern Bangladesh

BACKGROUND

This study assesses the competency of maternal and neonatal health (MNH) professionals at district-level and subdistrict-level health facilities in northern Bangladesh in managing maternal and newborn complications using clinical vignettes. The study also examines whether the professional's characteristics and provision of MNH services in health facilities influence their competencies.

METHODS

134 MNH professionals in 15 government hospitals were interviewed during August and September 2016 using structured questionnaire with clinical vignettes on obstetric complications (antepartum haemorrhage and pre-eclampsia) and neonatal care (low birthweight and immediate newborn care). Summative scores were calculated for each vignette and median scores were compared across different individual-level and health facility-level attributes to examine their association with competency score. Kruskal-Wallis test was performed to identify the significance of association considering a p value<0.05 as statistically significant.

RESULTS

The competency of MNH professionals was low. About 10% and 24% of the health professionals received 'high' scores (>75% of total) in maternal and neonatal vignettes, respectively. Medical doctors had higher competency than nurses and midwives (score=11 vs 8 out of 19, respectively; p=0.0002) for maternal vignettes, but similar competency for neonatal vignettes (score=30.3 vs 30.9 out of 50, respectively). Professionals working in health facilities with higher use of normal deliveries had better competency than their counterparts. Professionals had higher competency in newborn vignettes (significant) and maternal vignettes (statistically not significant) if they worked in health facilities that provided more specialised newborn care services and emergency obstetric care, respectively, in the last 6 months.

CONCLUSIONS

Despite the overall low competency of MNH professionals, exposure to a higher number of obstetric cases at the workplace was associated with their competency. Arrangement of periodic skill-based and drill-based in-service training for MNH professionals in high-use neighbouring health facilities could be a feasible intervention to improve their knowledge and skill in obstetric and neonatal care.

Reviewing Competence in Practice: Reform of Continuing Professional Development for Irish Pharmacists

There has been significant reform of the Continuing Professional Development (CPD) requirements for Irish pharmacists over the past five years. In 2015, a new system was established that includes quality assurance of practitioner engagement in CPD and quality assurance of practitioner competence. Pharmacists must now plan and document their learning activities in an electronic portfolio (ePortfolio) and they must participate in an ePortfolio Review process once every five-year period. A random sample is chosen each year to participate in a review of their practice for pharmacists in patient-facing roles. This paper provides an overview of the development and implementation of these quality assurance processes and it considers the outcomes that were observed in the first four years of implementation. By April 2019, almost 3000 pharmacists had participated in the ePortfolio Review process over the preceding three years, of which 96.2% demonstrated appropriate engagement in CPD. In the preceding two years, almost 200 pharmacists had participated in Practice Review, of which 97.5% have demonstrated the required level of competence across four competencies. All of the pharmacists who did not demonstrate the required level of competence in one or more competency area during Practice Review had previously demonstrated appropriate engagement in CPD through the ePortfolio Review process. This raises interesting questions regarding the use of engagement in continuing education (CE) or CPD as a surrogate measure for competence by professions.

Assessing the impact of workplace bullying on nursing competences among registered nurses in Jordanian public hospitals

AIM

To assess the impact of nursing competences on workplace bullying among registered nurses in Jordanian public hospitals.

BACKGROUND

Workplace bullying has serious organizational and health effects on nursing staff. Little is known about the relationship between bullying and nursing competence worldwide.

METHOD

A cross-sectional descriptive study using a quantitative method was adopted for this study. The Negative Act Questionnaire-Revised (NAQ-R) and Nurse Professional Competence (NPC) questionnaire were used. A convenience sample of 272 nurses completed the study questionnaires.

RESULTS

The results revealed that there were negative correlations between all NAQ scales and all NPC scales. The higher scores indicated better degrees of perceived competency, while the lower scores indicated the frequency of bullying reported by nurses. These results suggest that nurses who have more clinical competencies are less likely to experience work-related bullying.

CONCLUSION

The study found that workplace bullying against nursing staff is still a considerable problem in participating Jordanian hospitals.

IMPLICATIONS FOR NURSING MANAGEMENT

To prohibit bullying behavior, nurse administrators have to construct a work environment that demonstrates respect and fairness and which is transmitted through nurses' communication pathways.

Evidence of clinical competence by simulation, a hermeneutical observational study

Making the transition from theory to practise easier in nursing education through simulation is widely implemented all over the world, and there is research evidence of the positive effects of simulation. The pre-understanding for this study is based on a definition of clinical competence as encountering, knowing, performing, maturing and developing, and the hypothesis is that these categories should appear in simulated situations. The aim of the study was to explore the forms and expressions of clinical competence in simulated situations and furthermore to explore if and how clinical competence could be developed by simulation. An observational hermeneutic study with a hypothetic-deductive approach was used in 18 simulated situations with 39 bachelor degree nursing students. In the situations, the scenarios, the actors and the plots were described. The story told was "the way from suffering to health" in which three main plots emerged. The first was, doing as performing and knowing, which took the shape of knowing what to do, acting responsibly, using evidence and equipment, appearing confident and feeling comfortable, and sharing work and information with others. The second was, being as encountering the patient, which took the shape of being there for him/her and confirming by listening and answering. The third plot was becoming as maturing and developing which took the shape of learning in co-operation with other students. All the deductive categories, shapes and expressions appeared as dialectic patterns having their negative counterparts. The study showed that clinical competence can be made evident and developed by simulation and that the challenge is in encountering the patient and his/her suffering.

Recruiting competent newly qualified nurses in the London region: An exploratory study

AIM

This paper reports a study commissioned to address concerns that not all newly qualified nurses (NQNs) were perceived to be competent at the point of appointment to their first post. It seeks to understand how competence is interpreted in the context of selection and recruitment, and explore the different expectations and experiences of employing Trusts across the London region.

BACKGROUND

Competence is a significant topic in nursing and there is much literature around the concept, what it means and how it relates to behaviours and values with no universally accepted definition. However, there appears to be little evidence about how competence is assessed in practice in the selection and recruitment of NQNs to their first post.

METHODS

The study took a three-phase, mixed method approach including a literature review, an electronic survey to map current assessment and selection procedures, and focus groups to identify the competencies perceived essential by senior nurses.

FINDINGS

Most Trusts reported assessing core competencies, and could report how they do this with respect to literacy and numeracy. Employers could describe what they required from NQNs, and how applicants both met and did not meet expectations. Several personal attributes were considered as important as key competences, but these are not described in the KSF or NMC frameworks, and it is not clear how these are assessed in selection processes.

CONCLUSION

There appeared to be a large variation in the number and types of competence assessments being used for recruitment, with little consistency in the detail of the assessments, although broadly similar assessment exercises are used. There appears to be little evidence as to the validity of the measures being used and whether in fact they are measuring the competences that are being sought or considered most important. It would appear that practical skills are more easily assessable, but there is a lack of clarity regarding the assessment of those competences that are considered equally important but appear to be more elusive to assessment such as communication and teamwork. It is also unclear how a number of 'personal qualities' described as essential for NQNs are being assessed at recruitment.

An exploratory study of staff nurses' knowledge of delirium in the medical ICU: an Asian perspective

AIM

The aim of this study was to establish intensive care unit nurses' knowledge of delirium within an acute tertiary hospital within South East Asia.

BACKGROUND

Delirium is a common, life threatening and often preventable cause of morbidity and mortality among older patients. Undetected and untreated delirium is a catalyst to increased mortality, morbidity, functional decline and results in increased requirement for nursing care, healthcare expense and hospital length of stay. However, despite effective assessment tools to identify delirium in the acute setting, there still remains an inability of ICU nurses' to accurately identify delirium in the critically ill patient especially that of hypoactive delirium.

METHOD

A purposive sample of 53 staff nurses from a 13-bedded medical intensive care unit within an acute tertiary teaching hospital in South East Asia were asked to participate. A 40 item 5-point Likert scale questionnaire was employed to determine the participants' knowledge of the signs and symptoms; the risk factors and negative outcomes of delirium.

RESULTS

The overall positively answered mean score was 27 (67.3%) out of a possible 40 questions. Mean scores for knowledge of signs and symptoms, risk factors and negative outcomes were 9.52 (63.5%, n=15), 11.43 (63.5%, n=17) and 6.0 (75%, n=8), respectively.

CONCLUSION

Whilst the results of this study are similar to others taken from a western perspective, it appeared that the ICU nurses in this study demonstrated limited knowledge of the signs and symptoms, risk factors and negative outcomes of delirium in the critically patient. The implications for practice of this are important given the outcomes of untreated delirium.

Measuring nursing competencies in the operating theatre: instrument development and psychometric analysis using Item Response Theory

BACKGROUND

Concern about the process of identifying underlying competencies that contribute to effective nursing performance has been debated with a lack of consensus surrounding an approved measurement instrument for assessing clinical performance. Although a number of methodologies are noted in the development of competency-based assessment measures, these studies are not without criticism.

RESEARCH AIM

The primary aim of the study was to develop and validate a Performance Based Scoring Rubric, which included both analytical and holistic scales. The aim included examining the validity and reliability of the rubric, which was designed to measure clinical competencies in the operating theatre.

RESEARCH METHOD

The fieldwork observations of 32 nurse educators and preceptors assessing the performance of 95 instrument nurses in the operating theatre were used in the calibration of the rubric. The Rasch model, a particular model among Item Response Models, was used in the calibration of each item in the rubric in an attempt at improving the measurement properties of the scale. This is done by establishing the 'fit' of the data to the conditions demanded by the Rasch model.

RESULTS

Acceptable reliability estimates, specifically a high Cronbach's alpha reliability coefficient (0.940), as well as empirical support for construct and criterion validity for the rubric were achieved. Calibration of the Performance Based Scoring Rubric using Rasch model revealed that the fit statistics for most items were acceptable.

CONCLUSION

The use of the Rasch model offers a number of features in developing and refining healthcare competency-based assessments, improving confidence in measuring clinical performance. The Rasch model was shown to be useful in developing and validating a competency-based assessment for measuring the competence of the instrument nurse in the operating theatre with implications for use in other areas of nursing practice.

An investigation of the basic education of Japanese nurses: comparison of competency with European nurses

BACKGROUND

A few studies have compared nursing education systems of Japan and Europe, particularly focusing on competency.

OBJECTIVE

We evaluated the competency of registered Japanese nurses by comparing it with that of European nurses; the implications of evaluation for the education of nurses are discussed.

DESIGN AND PARTICIPANTS

Subjects were 468 European graduate nurses and 100 Japanese nurses. Study used data from the Graduates in Knowledge Society (REFLEX) survey in Europe and the Japanese language version of REFLEX (2006) used in a survey of Japanese nurses.

METHODS

The questionnaire referred to the survey items of REFLEX modified for use in Japan. Items common to the Japanese and European surveys were (1) The importance placed on university course elements while at university (2) Nineteen items of competency: for the abilities acquired in the present job ('Acquired skills') and those considered necessary to perform the job ('Required abilities on the job') (3) Usefulness of subject matter taught at university to the current job

RESULTS

(1) The important course elements in Europe were 'Internship, work placement' and 'Lecture' while those in Japan were 'Theories and paradigms' and 'Lecture'. (2) The mean values for 'Acquired skills' were 5.06 for Europe and 3.73 for Japan and those for 'Required abilities on the job' were 4.86 for Europe and 5.16 for Japan. In Europe, no significant gap was observed between the above two scores, but in Japan, a big gap was found, particularly in relation to 'Ability to assert your authority'. (3) In terms of the usefulness of university-learned nursing education, Japan scored significantly lower on all five items.

CONCLUSIONS

The content of basic university education for nursing is directly linked to the workplace in Europe but not in Japan. A comparison of competencies shows that in Japan, self-evaluation scores are low and expectations are high.

Basic competence in intensive and critical care nursing: development and psychometric testing of a competence scale

AIMS AND OBJECTIVES

To develop a scale to assess basic competence in intensive and critical care nursing. In this study, basic competence denotes preliminary competence to practice in an intensive care unit.

BACKGROUND

There is a need for competence assessment scales in intensive care nursing practice and education. The nursing care performed in the intensive care unit is special by its nature and needs to be assessed as such. At this moment, however, there is no tested, reliable and valid scale in this field.

DESIGN

A multi-phase, multi-method development and psychometric testing of the scale was conducted.

METHODS

The scale was developed in three phases. First, following a literature review and Delphi study, the items were created. Second, the scale was pilot tested twice by nursing students (n1 = 18, n2 = 56) and intensive care nurses (n1 = 12, n2 = 54), and revisions were made. Third, reliability and construct validity were tested by graduating nursing students (n = 139) and intensive care nurses (n = 431).

RESULTS

The Intensive and Critical Care Nursing Competence Scale (ICCN-CS-1) is a self-assessment test consisting of 144 items. Basic competence is divided into patient-related clinical competence and general professional competence. In addition, basic competence is comprised of knowledge base, skill base, attitude and value base and experience base. ICCN-CS-1 is a reliable and tolerably valid scale.

CONCLUSIONS

The ICCN-CS-1 is a promising scale for use among nursing students and nurses. Future research is needed to evaluate its construct validity further and to assess its suitability for completion during intensive care unit's orientation programmes and nursing students' clinical practice in an intensive care unit.

RELEVANCE TO CLINICAL PRACTICE

The ICCN-CS-1 can be used for basic competence assessment in professional development discussions in intensive care units, in mentor evaluation situations during nursing students' clinical practice and in intensive care nursing education.

Radiographers' self-assessed level and use of competencies-a national survey

Objectives

To describe radiographers’ self-assessed level and use of competencies as well as how sociodemographic and situational factors are associated with these competencies, particularly related to work experience.

Methods

A cross-sectional design was employed. Radiographers (n = 406) completed the self-administered 28-item questionnaire encompassing two dimensions: ‘Nurse-initiated care’ and ‘Technical and radiographic processes’. The level of competencies was rated on a 10-point scale and the frequency of use on a 6-point scale.

Results

Most competencies received high ratings both in terms of level and frequency of use. In ‘Nurse-initiated care’ the competency ‘Adequately informing the patient’ was rated the highest, while ‘Identifying and encountering the patient in a state of shock’ and ‘Participating in quality improvement regarding patient safety and care’ received the lowest ratings. In ‘Technical and radiographic processes’ the highest rated competencies were ‘Adapting the examination to the patient’s prerequisites and needs’ and ‘Producing accurate and correct images’. The lowest frequency of use was ‘Preliminary assessment of images’.

Conclusion

The main findings underline the radiographers’ high competency in both ‘Nurse-initiated care’ and ‘Technical and radiographic processes’. The lower rated competencies emphasise the importance of continuous professional education and quality improvement.

Main Messages

• Assessing radiographers’ clinical competencies is fundamental for ensuring professional standards.

• Most competencies received high ratings both in the nursing and in the radiographic dimensions.

• The highest rated competencies focussed on information and adaptability to the patients needs.

• The lowest rated competencies focussed on encountering the patient in shock and image assessments.

• Age, years in present position and work place only explained a relatively small part of competency.

Developing and validating scenarios to compare midwives' knowledge and skills with the International Confederation of Midwives' essential competencies in four European countries

AIM

To develop, pilot and validate a number of scenarios which encompass all of the International Confederation of Midwives' (ICM) competency statements and which are of relevance in various European countries, both those in the European Union and those which might become members in the future.

DESIGN

27 Scenarios designed to encompass all ICM competencies were tested using qualitative interviews.

SETTING

Slovenia, Germany, Scotland, Kosovo.

PARTICIPANTS

68 Experienced midwives from Slovenia, 58 from Germany, 63 from Scotland and 76 from Kosovo.

FINDINGS

Although midwives found it difficult to relate to the scenarios dealing with pre-conception competencies, after revision, all scenarios were appropriate for use in all four countries.

KEY CONCLUSIONS

The scenarios embrace all of the ICM's essential competencies for midwives in each of the countries involved. Additionally, they have face validity as shown by the spread of responses to each of the scenarios.

IMPLICATIONS FOR PRACTICE

The scenarios may be used with confidence by experienced midwives in each of the areas involved. It is also possible that the scenarios can be used for education and assessment purposes. By considering the European perspective of the project, they also offer the potential to support the mobility of midwives moving between countries within Europe by assessing competence with regard to local practices in the new situation.

A retention strategy for newly graduated nurses: an integrative review of orientation programs

To address nurse recruitment and retention issues, hospitals have increased the number of newly graduated nurses in their hiring pools and have simultaneously established orientation programs for those nurses. Structured orientation programs facilitate newly graduated nurse transition from novice to advanced beginner. The outcome of these programs is twofold: First, they promote the confidence and competency level of new nurses in providing patient care, and second, they increase nurse retention. This literature review presents the most useful interventions used in the programs that reported positive affects on new nurses.

Mental health nurse prescribing: a difficult pill to swallow?

This paper develops an interpretation of the impact of mental health nurse prescribing in the UK. A constructivist-grounded theory methodology was applied to 13 semi-structured interviews with mental health clinicians and service users. The same interpretivist methodology was applied to the literature. Thirty-two practising UK mental health nurse prescribers gave structured feedback on the coherence of the emergent theory. It was found that the theory describes the process of becoming competent in mental health nurse prescribing. This process highlights possible deficits in non-prescribing mental health nurses. It is recommended that if this is corroborated then structured education in medicines management be introduced into pre- and postregistration mental health nursing in UK. The findings of this research offer a framework. That is, the categories emerging within this research translate easily into learning outcomes which can underpin delivery of a consistent medicine management strategy across all levels of nurse education.

[Development of key indicators for nurses performance evaluation and estimation of their weights for management by objectives]

PURPOSE

This methodological research was designed to develop performance evaluation key indicators (PEKIs) for management by objectives (MBO) and to estimate their weights for hospital nurses.

METHODS

The PEKIs were developed by selecting preliminary indicators from a literature review, examining content validity and identifying their level of importance. Data were collected from November 14, 2007 to February 18, 2008. Data set for importance of indicators was obtained from 464 nurses and weights of PEKIs domain was from 453 nurses, who worked for at least 2 yr in one of three hospitals. Data were analyzed using X(2)-test, factor analysis, and the Analytical Hierarchy Process.

RESULTS

Based upon Content Validity Index of .8 or above, 61 indicators were selected from the 100 preliminary indicators. Finally, 40 PEKIs were developed from the 61 indicators, and categorized into 10 domains. The highest weight of the 10 domains was customer satisfaction, which was followed by patient education, direct nursing care, profit increase, safety management, improvement of nursing quality, completeness of nursing records, enhancing competence of nurses, indirect nursing care, and cost reduction, in that order.

CONCLUSION

PEKIs and their weights can be utilized for impartial evaluation and MBO for hospital nurses. Further research to verify PEKIs would lead to successful implementation of MBO.

Radiographers' areas of professional competence related to good nursing care

BACKGROUND

Radiographers' ability and competence is a matter of vital importance for patients. Nursing care is an integral part of the radiographer's work. The demand for high competence in clinical activities has increased in diagnostic radiology and has had an impact on the development of the profession.

AIM

The aim was to describe the radiographer's areas of professional competence in relation to good nursing care based on critical incidents that occur in the course of radiological examinations and interventions.

METHOD

A descriptive design with a qualitative approach, using the Critical Incident Technique was employed. Interviews were conducted with a strategic sample of registered radiographers (n = 14), based at different hospitals in Sweden.

ETHICAL ISSUES

The appropriate ethical principles were followed. All the participants provided informed consent, and formal approval for conducting the research was obtained according to national and local directives.

RESULTS

The data analysis resulted in two main areas; direct and indirect patient-related areas of competence, which describe the radiographers' skills that either facilitate or hinder good nursing care. In the direct patient-related area of competence, four categories emerged, which illustrate good nursing care in the patient's immediate surroundings. In the indirect patient-related area of competence, four categories illuminated good nursing care that is provided without direct contact with the patient.

CONCLUSIONS

The study highlights the different areas of the radiographer's unique professional competence. The findings provide insight into the radiographer's profession, on one hand as a carer and on the other as a medical technologist as well as highlighting the importance of each role. The radiographer's work encompasses a variety of components--from caring for the patient to handling and checking the technical equipment.

Intensive Care Nurses’ Knowledge of Pressure Ulcers: Development of an Assessment Tool and Effect of an Educational Program

Background Critically ill patients are at high risk for pressure ulcers. Successful prevention of pressure ulcers requires that caregivers have adequate knowledge of this complication.

Objective To assess intensive care nurses’ knowledge of pressure ulcers and the impact of an educational program on knowledge levels.

Methods A knowledge assessment test was developed. A cohort of registered nurses in a tertiary referral hospital in New Zealand had knowledge assessed 3 times: before an educational program, within 2 weeks after the program, and 20 weeks later. Multivariate analysis was performed to determine if attributes such as length of time since qualifying or level of intensive care unit experience were associated with test scores. The content and results of the assessment test were evaluated.

Results Completion of the educational program resulted in improved levels of knowledge. Mean scores on the assessment test were 84% at baseline and 89% following the educational program. The mean baseline score did not differ significantly from the mean 20-week follow-up score of 85%. No association was detected between demographic data and test scores. Content validity and standard setting were verified by using a variety of methods.

Conclusion Levels of knowledge to prevent and manage pressure ulcers were good initially and improved with an educational program, but soon returned to baseline.

Registered nurses' self-perceived level of competence following completion of a specialist graduate certificate

Utilising the Competency Standards for Specialist Critical Care Nurses (CSSCCN) as a framework, this study sought to examine the perceived level of competence (PLC) of the graduates of a Graduate Certificate in Intensive Care Nursing (GCICN) and the level at which the GCICN influenced the graduates' PLC. A rating scale of 1-5 and an open-ended questionnaire were utilised. The graduates' mean PLC in the competency 'engaging in research' was rated as the lowest and 'recognising own abilities and professional competence' as the highest. Graduates of 1991-1994 rated their PLC on all the competencies lower in comparison to graduates of 1995-1997. Graduates' PLC on enabling and clinical problem solving domains were rated better than the reflective and leadership domains. A significant correlation was demonstrated between the graduates' PLC and their perceptions as to the course's influence on their PLC.

Performance assessment in health care providers: a critical review of evidence and current practice

AIM

To evaluate methods of performance assessment through an international literature review and a survey of current practice.

BACKGROUND

Over the past two decades health care organizations have focussed on promoting high quality care in conjunction with retaining motivated staff. Cognisant of such initiatives, we sought to evaluate assessment methods for qualified staff according to their utility in the working environment.

METHODS

A systematic literature search was completed and each paper independently reviewed. All health care organizations in Northern Ireland submitted details of their performance assessments. Each was critically appraised using a utility index.

RESULTS

Performance was not universally defined. A broad range of assessments were identified, each method had advantages and disadvantages. Although many lacked rigorous testing, areas of good practice were also noted.

CONCLUSIONS

No single method is appropriate for assessing clinical performance. Rather, this study endorses proposals for a multi-method strategy to ensure that performance assessment demonstrates all attributes required for effective nursing and midwifery practice.

Exploring the assessors' and nurses' experience of formal assessment of clinical competency in the administration of blood components

Blood transfusion, clinical competency, assessment, evaluation The change in nurse education from apprenticeship training to the higher education setting, has raised concerns about the lack of practical skills newly qualified nurses have on registration. Every practitioner must be able to administer blood components safely however, the Serious Hazards of Transfusion (SHOT) scheme have consistently demonstrated that 'wrong blood' incidents are the major cause of morbidity and mortality related to transfusion in the United Kingdom. As a result the SHOT working group have recommended that all practitioners should have their clinical competency formally assessed. This paper describes the development and evaluation of a tool for assessing clinical competency for staff involved in transfusing blood. The evaluation used a triangulated approach of phenomenology and survey. The tool was piloted in two different clinical settings by four registered nurses who each assessed two nurses. Individual semi-structured interviews were conducted to collate the nurses' and the assessors' experience of the process. The study participants were of the opinion that assessing clinical competency using a criterion-referenced tool gave practitioners the opportunity to relate theory to practice, promote best practice and encourage adherence to hospital transfusion policies. Formal assessment of clinical competency is therefore, a vehicle that could be used to promote safe transfusion practice, ensuring the safety of patients is paramount.

A European survey of general nurses' self assessment of competence

Policy initiatives have prompted examination of the deployment and mobility of the nursing workforce within the European Union (EU). The European Health Care Training and Accreditation Network [EHTAN, 2005. Available from: <www.kcl.ac.uk/nursing/research/ehtan>] project aims to improve the transparency of nursing qualifications, working practices, skills and experience, thus facilitating nurse workforce mobility, through compilation of a competency matrix [Cowan, D.T., Norman I.J., Coopamah, V.P., 2005a. European healthcare training and accreditation network. British Journal of Nursing 14, 613-617; EHTAN, 2005. Available from: <www.kcl.ac.uk/nursing/research/ehtan>]. This paper reports on a survey across five EU countries in which the EHTAN nurse competence self-assessment tool was utilised. The purpose is to describe migrant nurses perception of their competence in: (a) the country where they trained and qualified and (b) the new country in which they are working and (c) to compare non-migrant nurses perception of their competence across different EU countries.

Supporting practice teachers to identify failing students

The subject of identifying and supporting failing students in community nursing education programmes has been largely overlooked in the literature, yet is of great concern to practice teachers. This article discusses the views on the topic of a group of practice teachers in the light of existing, related research and proposes a number of indicators for good practice. It is suggested that of central importance is the need for higher education institutions and practice teachers to work together in identifying students causing concern at an early stage in their studies, based on both objective and subjective observations, and to have in place documented procedures to be followed when such situations arise.

Evaluation of Undergraduate Students Using Objective Structured Clinical Evaluation

This study proposed to develop an Objective Structured Clinical Evaluation (OSCE) for senior undergraduate nursing students. This evaluation process uses a simulated and standardized format to measure synthesis of knowledge and clinical skills. The benefit of OSCE is that it provides a formative evaluation for both students and the educational institute. The study included developing case studies, identifying or developing assessment tools, hiring and training standardized patients, obtaining a testing site, and analyzing data. A total of 49 students were assessed on three of six patient simulation stations and one of two nonpatient stationary stations. Both formative and summative evalu-

Competence in nursing practice: A controversial concept – A focused review of literature

The competency-based approach to education, training and assessment has surfaced as a key policy in industrialised nations. Following the transition of nurse preparation to the higher education sector the need to attenuate the tension of interests between employer and educator arose. While the competency-based approach has the potential to fulfil this, the application of competence to nursing is controversial and little consensus exists on definition. This paper synthesises a significant volume of literature relating to the acceptability and definition of the concept of competence with regard to nursing practice. Subsequent to a focused review of literature, problems inherent to the definition and utilisation of the concept of nursing competence are discussed. Because nursing requires complex combinations of knowledge, performance, skills and attitudes, a holistic definition of competence needs to be agreed upon and operationalised. This could facilitate greater acceptance of the concept and also underpin the development of competency standards and the tools required for the assessment of such.

The clinical nursing competences and their complexity in Belgian general hospitals

AIM

This paper reports a study whose aim was to chart clinical nursing competences and their complexity in Belgian general hospitals.

BACKGROUND

Competence is an essential factor for assuring quality, safety and cost-effective health care. As clinical competence cannot be evaluated separately from the clinical context in which decisions are made, competence is defined as functional adequacy and the capacity to integrate knowledge and skills with attitudes and values into the specific contexts of practice.

METHOD

The study took place in 2003 and focused on basic care, specialized care and elder care. Head nurses of 176 departments processed 521 patient situations. Experts selected 50 situations per area. In a Delphi procedure 100 experts described the nursing competences required in each situation necessary to provide quality acceptable care. The experts determined the global complexity of each of these competences as well as the complexity of the cognitive, psychomotor and affective aspects.

FINDINGS

The global complexity of the various care areas was similar. Cognitive and affective aspects of competences scored higher than psychomotor aspects. Simple and average situations did not show any significant difference with regard to complexity and were less complex than difficult situations, which obtained the highest complexity score. The complexity of emergency situations did not differ from that of difficult situations.

CONCLUSION

Emergency and difficult situations require more competences than offered by basic nursing education. The continuous presence of care providers with additional education is necessary for each care area to respond adequately to emergency and difficult situations. Nurses with additional academic qualifications need to be available for consultation. There are only a few possibilities of employing lower qualified staff in direct care, with the exception of support with regard to administrative tasks. Cognitive and affective aspects of the competences require particular attention during the education programme.

The role of performance feedback in the self-assessment of competence: A research study with nursing clinicians

Performance feedback has the potential to contribute to a nurse's self-awareness and, in turn, their ability to self-assess their level of competence. Because a declaration of self-assessment of competence is a current requirement for continuing nursing registration within South Australia, Queensland and Tasmania, the search to identify sources and processes that may assist nurses to self-assess their performance is potentially of benefit to the profession. This paper is based on one aspect of a PhD study exploring the utility of performance feedback primarily from a nursing clinicians' perspective. Focus group interviews were conducted with hospital-based nursing clinicians and the data were analysed using a process of thematic analysis. Findings highlighted that nursing clinicians frequently engaged in a process of performance self-monitoring that was a balance between feeling competent and feeling uncertain in relation to their own level of clinical competence. On a daily basis, nursing clinicians held an assumption of competence to practise that was based on their ability to act in a situation, receiving positive feedback from others and in the absence of evidence to the contrary. At times feelings of doubt or uncertainty intervened especially in situations that were unfamiliar or challenging or when receiving feedback from others that questioned their own perceptions of competence. The findings of the study provide support for the types of self-monitoring processes that serve to enhance both the relevance of feedback for nurses and the quality of evaluative data regarding ongoing competence.

Assessment of clinical practice in intensive care: a review of the literature

Nursing is a practice-based discipline, with clinical practice forming the heart of any programme of study. The major goal of all programmes should be on facilitating students to develop the skills necessary for competent and compassionate practice. Assessment of clinical competence is a fundamental aspect of programme development and as such deserves attention during the curriculum design process. The literature on assessment of students in clinical practice suggests that the tools used have evolved through various stages, ranging from the use of simple check list and rating scale to the development of competence assessment tools. Each stage has been fraught with difficulties and has taxed nurse educators, clinical assessors and students alike. The literature also indicates that there is a limited range of research available on clinical assessment tools, especially with an intensive care context. In part one of this two-part paper, the literature on assessment of clinical practice is explored, with specific emphasis on the assessment of competence with the Intensive Care environment. Part two of the paper reports on the findings of a study on students perceptions on a clinical competence assessment tool, used in an Intensive Care environment.

Competence in nursing practice: a controversial concept--a focused review of literature

The competency-based approach to education, training and assessment has surfaced as a key policy in industrialised nations. Following the transition of nurse preparation to the higher education sector the need to attenuate the tension of interests between employer and educator arose. While the competency-based approach has the potential to fulfil this, the application of competence to nursing is controversial and little consensus exists on definition. This paper synthesises a significant volume of literature relating to the acceptability and definition of the concept of competence with regard to nursing practice. Subsequent to a focused review of literature, problems inherent to the definition and utilisation of the concept of nursing competence are discussed. Because nursing requires complex combinations of knowledge, performance, skills and attitudes, a holistic definition of competence needs to be agreed upon and operationalised. This could facilitate greater acceptance of the concept and also underpin the development of competency standards and the tools required for the assessment of such.

A project to establish a skills competency matrix for EU nurses

Enhanced nurse workforce mobility in the European Union (EU) is seen as a remedy to shortages of nurses in some EU countries and a surplus in others. However, knowledge of differences in competence, culture, skill levels and working practices of nursing staff throughout EU countries is not fully documented because currently no tangible method exists to enable comparison. The European Healthcare Training and Accreditation Network (EHTAN) project intends to address this problem by establishing an assessment and evaluation methodology through the compilation of a skills competency matrix. To this end, subsequent to a review of documentation and literature on nursing competence definition and assessment, two versions of a nursing competence self-assessment questionnaire tool have been developed. The final competence matrix will be translated and disseminated for transnational use and it is hoped that this will inform EU and national policies on the training requirements of nurses and nursing mobility and facilitate the promotion of EU-wide recognition of nursing qualifications.

Identification and Validation of Competencies for Use in Objective Structured Clinical Examinations for Lay Caregivers

Cancer care has shifted from the traditional hospital to alternative settings, thus requiring lay individuals to assume increased direct care responsibility. Cooperative Care is an example of an alternative acute care delivery model where a family member or a friend is responsible for care previously provided by healthcare professionals. The success of alternative models is dependent on effective educational programs with clearly defined expectations and methods for evaluating caregiver competence. Objective structured clinical examinations (OSCEs) provide a standardized approach to evaluating caregiver performance in a simulated situation. The purpose of the first phase of this instrument development project was to identify and validate competencies for inclusion in OSCEs to be used with lay caregivers in preparation for Cooperative Care. The study included multiple methods of data collection: analysis of documents, viewing videos, observation with note taking, and a focus group session. All classes and materials provided for lay caregivers were reviewed. Core content domains and competencies were identified and used to develop OSCEs. A focus group of healthcare providers responsible for the education and care of patients and their caregivers validated the competencies embedded within the OSCEs. This study demonstrated the efficacy of the approach used for the identification and validation of competencies for lay caregivers.

The educational preparation of nursing staff undertaking pre-assessment of surgical patients--a discussion of the issues

This article discusses the education and training needs of nursing staff undertaking the pre-assessment of surgical patients in the context of role development within health care. The authors undertook this piece of work as part of a project to inform the development of a competency framework for use by registered nurses working in the field of pre-assessment screening and preparation of surgical patients. A selective review of the literature on the education and training needs of pre-assessment nurses, and nurses undertaking expanded roles has been undertaken and some of the emerging issues are debated. The nature of current preparation for these roles and the apparent lack of any consistent approach to education and training for staff adjusting their scope of professional practice is debated. A brief review of the nature of competence and some of the different models including occupational competence models are presented. Finally, the implications of these for the development of a strategy for the acquisition and demonstration of knowledge and skills in pre-assessment nursing staff are presented.

Lifelong learning--the key to competence in the intensive care unit?

With continual advances in technology and changes in medical and nursing practice there is a need to continue professional development whilst working within the Intensive Care environment. This paper aims to consider why and how nurses working within the Intensive Care environment learn knowledge and skills. To explore nurses' experiences, a qualitative approach using a semi-structured questionnaire comprising open questions was used. The questionnaires were then analysed using line by line coding. The findings revealed that intensive care nurses learn knowledge and skills continually through a lifelong learning process in order to become a competent practitioner. Three themes were identified within this process: learning, opportunity, and outcome, all being affected by three factors: internal, external and patient-related. It is suggested that in order to organise and support effective learning, there needs to be an awareness of all of these factors and to be able to overcome the negative aspects to enhance the learning experience for all. The ultimate outcome of learning for the intensive care nurses was to practice competently in order to deliver high quality patient care.

Classifying general and specialist children's nursing competencies

BACKGROUND

Whilst there is evidence in the literature to support the continuation of a children's nursing qualification, the distinction between generalist and specialist nursing is insufficiently comprehensive to distinguish children's nursing from other branches of nursing.

AIM

To develop a definition of children's nursing and specialist children's nursing in terms of competencies as the basis for differentiating them from other forms of nursing.

DESIGN

A multi-method comparative design incorporating a case study approach was used. This included a nominal group technique, focus groups, Delphi survey and semi-structured interviews. Two arms of data collection were undertaken concurrently (during 1998-2000) with children's nurses (n = 146) and specialist children's nurses (children's cancer nurses, n = 37) from a number of centres in the United Kingdom (UK).

FINDINGS

The holistic competencies developed from the data exposed characteristics of knowledge, skills, abilities, values and qualities displayed in the context of professional work for both groups of nurses. A classification of competencies was developed inductively from the data by two independent researchers through the labelling, defining and ordering of competencies. The resulting hierarchy of competencies and sub-competencies illustrates relationships between children's nurses and specialist children's nurses and provides a detailed definition of children's nursing and specialist children's nursing.

CONCLUSION

There is a significant common element in these two areas of nursing practice, and generalist preparation in children's nursing is the foundation of specialist children's nursing practice. Generalist knowledge and skills are expanded in specialist practice and there is also evidence of specialist practice that is beyond the scope of general nursing practice.

Developing a competency framework for critical care to match patient need

The competency framework developed by the critical care education group of the London Standing Conference aims to serve every grade and level of practitioner. It is neither time specific nor static. The patient is the central focus of the framework and the elements of competence reflect patient need at any critical care level [Comprehensive Critical Care: A Review of Adult Critical Care Services, The Stationary Office, London]. A group of expert nurses have developed the competency framework, with widespread consultation and collaboration. This approach intended to develop consistency for critical care education and practice. It is envisaged that this will reduce pockets of repeated activity, which places huge demands on limited resources. The critical care competency framework was developed using the method of functional analysis. A plan for the future has been identified, including continued collaboration and consultation with Trusts and Higher Educational Institutions and the development of an online manual to support the competency framework.

KEY POINTS

1. Critical care delivery has been under close scrutiny and a number of key contemporary drivers have led to the development of this competency framework. 2. The development of a consistent pan-London approach to critical care education has been identified. 3. The patient is the focus of critical care delivery and therefore patient need is central to the critical care competency framework. 4. Wider collaboration is needed with other agencies and groups to prevent the repetition of work already carried out.

Assessing student nurse clinical competency: will we ever get it right?

In 1997, a revised system was introduced at the University of Glamorgan, Wales, to assess student nurse clinical competency. This was firstly as a result of concerns that the previous system was based on limited documentary evidence, and, secondly as the Welsh National Board for Nursing and Midwifery issued new competency statements. This article reports an evaluative research study which aimed to determine whether the revised system was an effective measure of clinical competency. A series of focus groups were conducted with students, tutors and clinical preceptors to discuss their experiences of using the revised system. A content analysis was conducted of all evidence written by students to support the achievement of clinical competency. The findings of the focus groups indicated that each group had some initial problems with the assessment process. The main concern for all groups was lack of consistency and uncertainty in the assessment process. Although the introduction of written evidence to support clinical competency was welcomed, many felt that too much evidence was required. Content analysis of competency documentation aimed to compare student evidence and to determine whether there were inconsistencies in the assessment process. There were many variations in the evidence obtained from students, in particular the amount of evidence written by each student. The findings clearly indicate that further revisions are necessary to ensure that the system is implemented in the most effective way. The Fitness for Practice report (UKCC, 1999) has ensured that competency-based assessment is here to stay in the UK. Evaluative research of this type is important to ensure that we adopt the most suitable approach to assessing clinical competency.

Expectations and perceptions of graduates' performance at the start and at the end of their graduate year

This descriptive study reports on the expectations and perceptions of graduate performance by graduates themselves, their preceptors, and their clinical nurse consultants (CNCs) at the commencement of employment as a beginning level registered nurse, and near the end of graduates' twelve months of professional employment. Findings indicate that graduates expected to be functioning at a higher level of performance at the beginning of their graduate year than did the preceptors and CNCs. There was little agreement between the three groups regarding the rating of their expectations of graduates' nursing performance. When agreement between pairs of groups was examined, preceptors and CNCs agreed most, followed by graduates and preceptors, and graduates and CNCs. When perceptions of graduates' performance were compared near the end of the graduates' employment period, graduates rated their own nursing performance higher than preceptors and CNCs. Once again there was little agreement among the three groups. Overall, graduates and preceptors agreed most. On the basis of these results the question is begged, on what basis is the decision taken to terminate preceptorship support for graduates?

Measurement of clinical performance of nurses: a literature review

Despite a 40-year history of researching and developing an instrument for measurement of clinical competence in nursing, there are none that are universally accepted for this purpose. This article presents a critical review of the research, which has been carried out to explore the measurement of nurses' clinical performance. To search the literature in a systematic manner, the criteria stipulated by the Cochrane Research Database were applied. The review showed that assessment tools have been developed using a variety of different methods and several instruments were found to have been developed but nothing that is universally accepted. However, the authors found that the pathway for instrument generation suggested by Smith and Kendall (1963) offers a robust approach to the generation of such a tool regardless of the practice setting. Other methods identified in this literature review also offer interested researchers an opportunity to explore the current role of the nurse, as well as the possibility of developing tools for assessing the performance of students at various stages in their education and nurses at various times after qualification.

Indicators for competent nursing practice

AIMS AND BACKGROUND

This paper identifies and classifies indicators for competent nursing practice and validates these indicators in a variety of settings. Descriptive data to address competent practice in a variety of settings were collected from staff nurses, head nurses and nursing directors in an acute 1000-bed university hospital in Finland.

METHOD

The data obtained from 25 expert groups were analysed to identify a clinical set of indicators for competent nursing practice from the data. The relevance of this set of indicators in a variety of clinical settings was further validated with a second sample of expert nurses (n = 26). Thereafter, data were analysed to identify generic competencies that were applicable to all clinical working environments.

RESULTS

Twenty-three generic indicators of competent nursing practice were identified in a variety of settings. The findings suggest that these competence indicators are meaningful to nurses with various backgrounds and practice settings.

CONCLUSIONS

Collaboration and coordination, as well as the holistic management of the situation, are highly recognized as meaningful characteristics of competent nursing practice.