Competency in Nursing: A Concept Analysis

Texas Christian University, Fort Worth, Texas 76129, USA.
The Journal of Continuing Education in Nursing (Impact Factor: 0.6). 03/2008; 39(2):58-64; quiz 65-6, 94. DOI: 10.3928/00220124-20080201-12
Source: PubMed

ABSTRACT Competency is a topic of great interest to educators and administrators in practice disciplines, particularly health care disciplines such as nursing. This article focuses on the role of competency in nursing. Through a concept analysis process, various elements of competency were assessed. The defining attributes of competency are the application of skills in all domains for the practice role, instruction that focuses on specific outcomes or competencies, allowance for increasing levels of competency, accountability of the learner, practice-based learning, self-assessment, and individualized learning experiences. The learning environment for competency assurance involves the learner in assessment and accountability, provides practice-based learning opportunities, and individualizes learning experiences.

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Available from: Donna Scott Tilley, Aug 17, 2015
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    • "Some authors believe that professional expertise is expressed through a set of initiatives and skills, (Tai and Chung, 2008; Scott, 2008) which are developed and "
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    ABSTRACT: To know the national and international scientific publications which address the teaching of professional skills for undergraduate students of nursing. A systematic review of LILASC, BDENF, MEDLINE, and TESESENF databases, using the following keywords: professional skills, education and nursing. The following inclusion criteria were established for this review: full articles available online and free of charge, published from 2005 to October 2011, in Portuguese, English and Spanish, and focused on the study object. Eleven articles were selected, which were predominantly published in Brazilian (81.8%) and nursing journals (99.9%); most of them were original (63.6%), and addressed, as their objective, the subject 'professional skills': in constructing the political pedagogical project (54.5%) and as a tool to be developed in the students (45.5%). We expect that the subject identified in this study may contribute to the development of critical/reflexive thinking and attitudes in nursing.
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    • "; Jungnickel, Kelley, Hammer, Haines, & Marlowe, 2009; Landon, Normand, Blumenthal , & Daley, 2003; Scott Tilley, 2008). Although numerous definitions exist, the term " competence " broadly refers to an individual's knowledge, skills, and attitudes related to a specified role (Harvey, 2012; Scott Tilley, 2008; Tamblyn, 1994; Wimmers, 2006). Competence may be assessed by evaluating knowledge, cognition , or performance, either by simulation or in the workplace (Miller, 1990). "
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    ABSTRACT: As part of ongoing efforts to improve quality of care through clinical education of our medical assisting staff, we developed a competency-based training and assessment program. At the time of program implementation, we assessed clinical skills of 111 certified medical assistants and found that 10% were unable to accurately measure blood pressure, 9% were unable to correctly perform an intradermal injection, and 48% were unable to correctly draw specified volumes into syringes. More than 10 years after program implementation, we continue to detect and remediate clinical skills in newly hired employees. This case study report describes the evolution of the program and assessment findings.
    Journal for Healthcare Quality 07/2013; 35(4):50-60. DOI:10.1111/jhq.12022
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    • "However, the approach used in designing professional development programs, particularly in highly diversified health services such as child and family community health, requires an adaptable framework to make learning relevant. As Scott Tilley (2008) contended, the framework required to assess the diverse range of nursing functions effectively must be flexible and efficient. The child and family community health service incorporated the notion of flexibility into the application of the competency-based assessment process and the length of time a new staff member can take to meet the competency standards. "
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    ABSTRACT: Successful transition to practice programs that use competency-based assessment require the involvement of all staff, especially those undertaking the preceptor role. Qualitative data were collected using interview methods. Participants were 14 newly employed nurses and 7 preceptors in the child and family community health service in South Australia. Participant narratives were recorded electronically, transcribed, and thematically analyzed using the paradigm of critical social science. Five themes were identified that describe enablers as well as barriers to applying a flexible transition to practice program using competency-based assessment. These included flexibility in the program design, flexibility on the part of preceptors, flexibility to enable recognition of previous learning, flexibility in the assessment of competencies, and flexibility in workload. To ensure successful application of a transition to practice program using competency-based assessment, preceptors must understand the flexible arrangements built into the program design and have the confidence and competence to apply them.
    The Journal of Continuing Education in Nursing 03/2013; 44(3):129-36. DOI:10.3928/00220124-20130215-72 · 0.60 Impact Factor
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Questions & Answers about this publication

  • Mary C R Wilson added an answer in Nurses:
    Is anyone familiar with Nurse autonomy measurement tools, and Nurse accountability measurement tools?

    Are there any suggestions to find autonomy and accountability measuring tools ?

    Mary C R Wilson

    Hello Zeinab

    There might be something relevant in the following - relating to autonomy:

    Wade, G. H. (1999). Professional nurse autonomy: concept analysis and application to nursing education. Journal of Advanced Nursing, 30(2), 310-318.

    Kramer, M., & Schmalenberg, C. E. (2003). Magnet hospital staff nurses describe clinical autonomy. Nursing Outlook, 51(1), 13-19.

    This paper is available to request from Claudia Schmalenberg's ResearchGate page, but if you search for this paper on Google Scholar, the fulltext is available if you click on Researchgate.

    Re accountability - the paper by Prof Emily Patterson and Robert Wears on ResearchGate might be applicable:

    Patterson, E. S., & Wears, R. L. (2010). Patient handoffs: standardized and reliable measurement tools remain elusive. Joint Commission Journal on Quality and Patient Safety, 36(2), 52-61.

    You might find something relevant in these papers:

    Veillard, J., Champagne, F., Klazinga, N., Kazandjian, V., Arah, O. A., & Guisset, A. L. (2005). A performance assessment framework for hospitals: the WHO regional office for Europe PATH project. International Journal for Quality in Health Care, 17(6), 487-496.

    Cowan, D. T., Jenifer, W. B. D., Norman, I. J., & Murrells, T. (2008). Measuring nursing competence: development of a self-assessment tool for general nurses across Europe. International Journal of Nursing Studies, 45(6), 902-913.

    There may be something that you could follow up from this review paper by Prof Donna Scott Tilley, on ResearchGate:

    Tilley, D. S. (2008). Competency in nursing: A concept analysis. Journal of Continuing Education in Nursing, 39(2), 58-64.

    Best wishes