Competence in nursing practice: A controversial concept – A focused review of literature

Cowan, David; Norman, Ian; Coopamah, Vinoda P.

doi:10.1016/j.nedt.2005.03.002

Cited by 294 publications

(156 citation statements)

References 28 publications

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“…Det er sannsynlig at når sykepleierne skårer høyt på alle kompetanseområdene i denne studien, reflekterer det bedre de erfarne sykepleiernes kompetanse. Disse skårene tilsvarer en kompetanse som innebaerer en unik kombinasjon av teoretisk kunnskap, situasjonsforståelse og profesjonell vurdering (11,12).…”

Section: Diskusjonunclassified

“…De understreket at en holistisk definisjon som inneholdt kunnskap, ytelse, praktiske ferdigheter og holdninger var nødvendig for å omfatte sykepleiens kompleksitet. Sykepleiere må kunne overføre kunnskap, gjøre grundige vurderinger og tilpasse ferdigheter til uforutsette og ukjente situasjoner (11 (12) beskriver kompetanseutvikling som en trinnvis prosess: Kunnskap og teori systematiseres til standarder innen fagdisipliner, utvikles videre til generaliserte prinsipper, som igjen ligger til grunn for kunnskap om prosesser og retningslinjer. Siste trinn beskriver han som en bevisst prosess med planlegging, problemløsning, analysering, evaluering og beslutningstaking.…”

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Slik vurderer offshoresykepleiere egen kompetanse

Lyngfoss¹,

Bjørk²

2017

Sykepleien

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Section: Diskusjonunclassified

unclassified

Slik vurderer offshoresykepleiere egen kompetanse

Lyngfoss¹,

Bjørk²

2017

Sykepleien

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“…This debate generally concentrates on attempts to define or conceptualise competence or competency while also investigating the effectiveness and appropriateness of competency based assessments (Cowan et al, 2005). …”

Section: Literature Reviewmentioning

confidence: 99%

“…Competence in midwifery practice involves continual interaction between skills, abilities, and knowledge in a wide variety of maternity settings (Worth-Butler et al 1996, Cowan et al 2005. These authors advocate an integrated model of competence to capture concepts of capability, performance, elements of critical thinking and personal attitudes in which a midwife practices.…”

Section: Literature Reviewmentioning

confidence: 99%

Working and learning: Post-registration student midwives' experience of the competency assessment process

Bradshaw¹,

Noonan²,

Barry³

et al. 2013

Midwifery

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(2005) which is yet to be evaluated from a midwifery perspective.Method A descriptive qualitative study was undertaken once ethical approval had been granted by the University's Ethics Committee. All student midwives (n=20) in one cohort were invited to participate and nine students were interviewed. Interviews were tape recorded.Data were analysed using Burnard's (2006) framework.Findings The process of competency assessment was perceived by many of the students to facilitate continuous assessment of clinical practice but there were issues in relation to the language and the number of competencies to be assessed. There were challenges also associated with the written evidence required as part of the assessment with many of the students questioning the usefulness of this in a clinical assessment. A variety of supports were identified and utilised by the students. Continuity and availability of preceptors were noted to be factors impacting on completion of the assessment as were the competing demands of clinical care. RecommendationsThe findings of this small study are congruent with much of the international literature focusing on clinical competency models. Consideration needs to be given to identifying and integrating into practice, a clearly defined process for competency assessment, by all the relevant stake holders. An opportunity for feedback throughout the process is considered very significant and the mechanism for this needs to be made explicit in any competency assessment documentation Competency documentation currently in use needs to be reviewed in light of the findings of this study and the rationale for inclusion of a written evidence component needs to be carefully considered. Further research is warranted in relation to the effectiveness of the competency tool in assessing competency in practice.

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“…The competence-based education initially started in nursing education in the 1970s (Cowan et al, 2007) and gained popularity in many other disciplines in formal and informal education and training all around the world (Meyer and Semark, 1996). The significance of competency-based measures in promoting the development of appropriate professional training requirements is well underscored (Tett et al, 2000;Gibb, 2003).…”

Section: Introductionmentioning

confidence: 99%

Competency mapping framework for regulating professionally oriented degree programmes in higher education

Perera

Babatunde

Zhou

et al. 2016

Studies in Higher Education

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Recognition of the huge variation between professional graduate degree programmes and employers requirements, most especially in the construction industry, necessitated a need for assessing and developing competencies that aligned with the professionally oriented programmes. The purpose of this research is to develop a competency mapping framework (CMF) in this case for the quantity surveying (QS) honours degree programme. The graduate competency threshold benchmark (GCTB) is a key component of the CMF. Therefore, the CMF contains the mapping process, the template documents and the benchmark. The research adopted literature review, pilot study, case studies (including semi-structured interviews), and expert forum in developing the framework. The framework developed in this research provides new insight into how degree programmes map against competencies. Thus, the framework can be applied more widely, to other professional degree programmes, for monitoring and improving the quality and professional standards of construction degree programmes by accrediting bodies. This should connect construction graduates more effectively to the industry.

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Competence in nursing practice: A controversial concept – A focused review of literature

Cited by 294 publications

References 28 publications

Slik vurderer offshoresykepleiere egen kompetanse

Slik vurderer offshoresykepleiere egen kompetanse

Working and learning: Post-registration student midwives' experience of the competency assessment process

Competency mapping framework for regulating professionally oriented degree programmes in higher education

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