Competence in prehospital care: evolving concepts

Clements, Rebecca; Mackenzie, R

doi:10.1136/emj.2005.026237

Cited by 28 publications

(21 citation statements)

References 7 publications

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“…By using a lifeworld perspective, it is the individual patient and her/ his needs that constitute the structure. Such an openminded approach is determined by both the carers' formal knowledge and the care experiences (Clements and Mackenzie, 2005). McGrath et al (2003) emphasise that it is the insufficient time to perform an assessment that is a stress factor for carers, not primarily the emotional needs or the direct contact with the patient.…”

Section: Discussionmentioning

confidence: 99%

“…Triage and other models are typical examples of this approach (Görans-son et al, 2005;Olofsson et al, 2009;Fortes Lähdet et al, 2009). In the second approach, assessment is thought of as a continual process of care (Mason et al, 2004;Clements and Mackenzie, 2005;Lyneham et al, 2008) in which the carer interprets the patient's needs based on obstacles to his/ her health.…”

Section: Introductionmentioning

confidence: 99%

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Caring assessment in the Swedish ambulance services relieves suffering and enables safe decisions

Sundström

Dahlberg

2011

International Emergency Nursing

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Caring assessment in the Swedish ambulance services relieves suffering and enables safe decisions

Sundström

Dahlberg

2011

International Emergency Nursing

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“…Two records equate competence with the respect of occupational 18 or adequate and safe 23 standards. Two records define competence exclusively by what it enables a competent person to do as, respectively, the ability 'to operate to an adequate, safe standard' 23 and the ability 'to manage ambiguous problems, tolerate uncertainty and make decisions with limited information'. 3 The idea most frequently included, appearing in four of the definitions, is that competence can 'bring together disparate attributes and tasks'.…”

Section: What Competence Allows a Competent Person To Domentioning

confidence: 99%

Varying conceptions of competence: an analysis of how health sciences educators define competence

et al. 2012

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Medical Education 2012: 46: 357–365 Context Current debate in medical education focuses on the nature of ‘competency‐based medical education’ (CBME) and whether or not it should be adopted. Many medical schools claim to run ‘competency‐based’ curricula, but the structure of their programmes can differ radically. A review of the existing CBME literature reveals that little attention has been paid to defining the concept of competence. A straightforward examination of what is meant by the term ‘competence’ is noticeably missing from the literature, despite its impact on medical training. Objectives This paper aims to illustrate the varying conceptions of ‘competence’ by comparing and contrasting definitions provided in the health sciences education literature and discussing their respective impacts on medical education. Methods A systematic review of recent publications in medical education journals published in English and French was conducted to extract definitions of competence or, if definitions were not explicitly stated, to derive the authors’ implicit conception of competence. A sample of 14 definitions from articles in the health sciences education field was studied using thematic analysis. Results There is agreement that competence is composed of knowledge, skills and other components. Although agreement about the nature of these other components is lacking, attitudes and values are suggested to be essential ingredients of competence. Furthermore, a clear divergence in conceptions of how a competent person utilises these components is apparent. One view specifies that competence involves selecting components according to specific situations, as required. A second view places greater emphasis on the synergy that results from the use of a combination of components in a given situation. Conclusions These conceptual distinctions have many implications for the way CBME is implemented. A conception of competence as the selection of components may lead to a greater emphasis, in a training setting, on the mastery of each component separately. A conception of competence as the use of a combination of components leads to greater emphasis on the synergy that results as they are deployed in clinical situations.

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“…Therefore team members must also be competent mountaineers. Lack of formal training in prehospital care leaves medical students ill prepared to act in a prehospital emergency, where anything beyond BLS is required [6][7][8][9][10][11][12][13]. Therefore Sheffield medical students approached the local mountain rescue team (Edale), requesting an elective attachment to learn prehospital care skills.…”

Section: Introductionmentioning

confidence: 99%