Competency in nursing: a concept analysis.
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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ABSTRACT: Children with developmental disabilities are cared for in a variety of healthcare and community settings by registered nurses. There are sixty million persons in the United States with some form of disability, a phenomenon unparalleled in history 1 . The number of children with developmental disabilities will continue to increase with the application of scientific and technological advances as we continue to perfect saving the lives of premature infants and acutely ill children. Is nursing education meeting this challenge? Nursing education must be aligned with trends in current pediatric practice. A renewed commitment to this vulnerable population necessitates all schools of nursing include significant developmental and intellectual disability content including clinical practice into undergraduate nursing curriculum.
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ABSTRACT: High quality of care is one of the requirements of nursing which depends on the nursing competency. In this connection, the aim of this research was to determine the problems related to the academic training (nursing' educational program) and clinical practice to achieve competency from the viewpoint of nurses, faculty members, and nursing students. the study was an analytical cross-sectional one. The sample consisted of the academic staff, the third and the fourth year nursing students and nurses in practice. The instrument of the study was a two-part researcher-made questionnaire with 22 questions in the theoretical- clinical realm to assess problems related to the theoretical and clinical teaching in nursing, and 23 questions to assess the clinical functions. The questionnaire was validated in terms of both face and content validity. Its reliability, using Cronbach's Alpha coefficient, was 0.72 in the theoretical-clinical and 0.73 in the clinical realm. Both descriptive and analytical statistics were used to analyze the data, using SPSS software. The results of this study indicated that from the participants' viewpoints, the most important problems in the academic education for nursea to acquire competency were as follows: lack of academic research the clinical period (88.9%), no application of theoretical aspects of the nursing process in practice (85.6%), insufficient knowledgeable and professional educators (81.1%), the use of traditional routine-oriented methods on the wards (75.6%); also insufficient time for performance based on knowledge in relation to the nurse's workload (86.5%), weakness and usefulness of scientific function encouragement systems in clinic (85.2%), and learnt theoretical subjects not coming into practice in clinical fields after graduation (75.6%). Efforts to reduce the gap between the theoretical and practical (clinical function) knowledge in educational and work environment are required to improve the training of qualified nurses.
Transitions in Nursing, 3rd Edition, 3rd edited by Esther Chang, John Daly, 01/2012: chapter Competence to practice: pages 341-356; Elsevier Australia., ISBN: 9780729540827