Assessment of practice using the National Health Service Knowledge and Skills Framework

Abstract

Current difficulties in the assessment of practice of qualified nurses undertaking courses in critical care nursing are outlined and discussed. The evaluation and development of previously identified core competencies for intensive care nurses is discussed.The use of the National Health Service Knowledge and Skills Framework as a framework for the assessment of practice of nurses undertaking courses in intensive care nursing within one higher education Institution is presented and examined. The potential implications of these developments for practice and education are outlined.

Core nursing competency assessment tool for graduates of outcome‐based nursing education in South Korea: A validation study

“…McLean, Monger, and Lally () classified six competencies─personal and people development; health, safety, and security; service development; quality; and equality, diversity, and rights─as core competencies and four competencies─assessment of health and well‐being needs; addressing individuals’ health and well‐being needs; partnership; and leadership─as specific competencies. McLean et al .…”

A scoping study to explore the application and impact of grading practice in pre-registration midwifery programmes across the United Kingdom

“…Whilst a range of assessment methods were used in the 21 programmes evaluated in this study, all incorporated a combination of conceptbased and practical skills assessment. The importance of assessing all these criteria is supported in the wider literature and across health professions (Fisher et al, 2011;McLean et al, 2005;McLean 2012;Nicholls and Webb, 2006). It is, however, important that there is parity in the measures used to assess competence at point of registration, or inter-assessor reliability and validity is compromised and the consistency of decision-making is put into question.…”

Using a skills bank for work‐based learning

“…Attempting to define “a skill” inevitably led to debate about the relationship of a skill to competence. Milligan (1998) considers skills are poorly defined and the literature on competence is confusing (Watson, 2002; Cowan et al , 2005; McLean et al , 2005). Competence has been described as a behavioural objective, a performance outcome, as well as a construct comprising cognitive, psychomotor and affective skills (Neary, 2000).…”

“…The NHS Knowledge and Skills Framework (KSF) is an outcome‐focused competency framework developed to facilitate the implementation of Agenda for Change, (McLean et al , 2005). A tour of the Skills for Health web site (www.skillsforhealth.org.uk) confirms the numerous competence frameworks that have been completed or are under development for the healthcare workforce.…”