Collaborative voices: Ongoing reflections on nursing competencies

Abstract

In a rapidly changing Australian health care environment, providers of undergraduate nursing programs are continually upgrading their assessment methods to ensure that graduates are competent and safe to practice. Competence assessment is based on the existing Australian Nursing & Midwifery Council (ANMC) Competency Standards for Registered Nurses. It is acknowledged that there are issues surrounding the validity and reliability of current assessment methods, primarily due to organisational constraints both at the University and the service provider level. There are a number of highly reliable tools available that enable assessment of nursing students in the psychomotor domain. Assessment in other domains is less precise. This paper explores some of the issues relating to competence assessment processes in order to promote discussion and discourse between educators, facilities and policy makers. It is envisaged that increased debate will result in an enhanced level of academic and clinical, preparation for the upcoming nursing workforce in this country.

Evaluating the objective structured long examination record for nurse education

“…OSLERs in particular have the potential to encourage students to actively seek opportunities to practise clinical skills and improve their performance. The benefit of the OSLER as a means of assessing communications skills was also evident from this study in contrast to the OSCE, which arguably does not give sufficient attention to the interpersonal skills including communication (Hodges 2003;McGrath et al 2006). Nursing practice is complex and has many different competency components.…”

Graduate registered nurse practice readiness in the Australian context: An issue worthy of discussion

“…Greenwood (2000, p. 19) adds that BN programmes aim to prepare nurses as 'thinkers' not just 'doers' who are committed to lifelong learning 'given that skills become obsolete in the time it takes to learn them'. GRNs are declared competent practitioners at a novice level with the award of registration (McGrath 'et al', 2006). Hence, the argument that a GRN should be prepared to work in a variety of healthcare settings such as aged care, mental health, medical, surgical, paediatrics, community, emergency departments, intensive care units, theatre, rural health, forensics, school nursing, palliative care, remote area.…”

“…Australian universities formulate their BN curricula based on the ANMC competency standards, which are recognised as the minimum professional standards for the role of the RN in the Australian context (ANMC, 2010). McGrath 'et al', (2006) add that with the award of registration, the GRN is declared to be practice ready as a safe and competent practitioner, but the proviso is at a novice level.…”

“…Prior to the mid 1980s Australian nurses 'trained' within hospitals in apprenticeship style programmes (McGrath 'et al', 2006). In this preparatory model, the needs of the training hospital took precedence over the educational needs of students (Sellers & Deans, 1999).…”

New Zealand nurses' perceptions of the continuing competence framework

“…Such a debate concerns whether demonstration of a particular skill or activity, in one area or on a particular day, is indicative of competence in all situations on any given day (Gibson & Soanes ), and whether competence is directly observable in terms of performance of an activity (McGrath et al. ; National Nursing Research Unit ). The literature suggests that observed competent performance of tasks can only be inferred, as the measurement of underpinning competencies requires evaluation of aspects such as behaviours, attitudes and insights that are not readily amenable to quantification (National Nursing Research Unit ; Pearson et al.…”