Acquisition of Competencies of Nurses: Improving the Performance of the Healthcare System

Abstract

Perspectives of the core competencies of nurses are varied among postgraduate-year nurses, which makes it challenging to establish training programs and develop evaluation instruments. Particularly critical for nurses is the ongoing acquisition of competencies throughout life. Sometimes this acquisition is funded by the healthcare system, but the key question is how the system leverages this acquisition and ultimately how it translates into patient care. This study seeks to explore nurses’ key competencies acquired through continuing education from the perspective of two groups of postgraduate nurses with different levels of experience and with different objectives to be assessed. An NGT procedure was applied to the group discussion. The participants were recruited according to basic factors such as the number of years of professional experience, their level of education, and their preferred professional status. Thus, seventeen professionals participated in the study, representing two public hospitals in the city. Following the NGT procedure, the competencies identified from the thematic analysis were scored and ranked to achieve a consensus. Eight core issues were derived in the novel group concerning transferring the competencies to patient care quality: holism, care work, organizational barriers, specialization, no transfer, confidence, knowledge, and instrumental tools. Four core issues were derived when asked about the relationship between the resources invested and the organizational and professional development of the nursing staff: professional development, positive learning, negative learning, and recognition. In the more experienced group, seven issues were derived from the first issue raised: continuous learning, quality, confidence, holism, safe care, autonomy, and technical issues. Additionally, six issues arose from the second question: satisfaction, autonomy, creativity, productivity, professional development, and recognition. In conclusion, the perceptions of the two selected groups are negative when it comes to assessing the extent to which the competencies acquired in lifelong learning are transferred to the patient and the system evaluates and recognizes these competencies for improvement.

An exploration of how specialist dementia nurses perceive and maintain the skills and competencies that frame their specialism: A qualitative survey

“…The long duration of nursing service of most respondents reflects the relative seniority and experience of specialist nurses, and competence, problem-solving ability, and confidence, acquired through this experience [ 39 ]. Most respondents were older, more experienced nurses, a population in whom workforce retention is particularly challenging [ 40 ].…”

ACcurate COnsensus Reporting Document (ACCORD) explanation and elaboration: Guidance and examples to support reporting consensus methods

“…This was defined as the consistency of responses between successive rounds (i.e., no meaningful change). 44,45,48 Meaningful change was defined as a median change between tertiles and a greater than 15% change in the percentage of participants whose scores changed tertiles. 45, 48 [.…”

“…Until they completed the consent forms, they were not divided into groups for the sessions." [44] Example 3 (partially adherent-2/3 elements). "An initial list of individuals was identified through searches of electronic databases (e.g., Cochrane Library [including the HTA database], Scopus) and contacting key organizations undertaking rapid reviews (e.g., Cochrane Rapid Reviews Group and Health Technology Assessment international).…”

“…Research] ranking exercise. 44 After developing a framework based on recurrent and important themes, the free text comments were grouped into categories, iteratively discussed between the lead investigator and second author (SMA). The lead authors (HPD and SMA) then undertook thematic analysis to identify, group and agree on common threads within these categories, further refining themes and subthemes.…”

Implementation of nurse’s clinical competency: A scoping review

“…Therefore, nursing supervision is needed to monitor the clinical competencies of nurses in healthcare facilities, including hospitals (4)(5). The findings of a qualitative study state that nurse managers need to carry out supervision to maintain nurses' clinical competence and reduce incidents of missing or delayed aspects of patient care (6)(7).…”