Competencies in the context of entry‐level registered nurse practice: a collaborative project in Canada

Abstract

The result is a document stating the core competencies for entry-level registered nurses in the 10 participating jurisdictions and includes several components that establish the context in which entry-level competencies are developed and applied. The 119 competency statements are organized in a standard-based framework of five categories: professional responsibility and accountability; knowledge-based practice; ethical practice; service to the public; and self-regulation. The project team plans to follow up on implementation as each jurisdiction decides how to use the competencies within their particular jurisdiction.

Professional values and competencies as explanatory factors for the use of evidence‐based practice in nursing

“…documents represent the basis for explaining the concept of competencies (ICN 2008, WHO 2009, NMC 2010, EFN Workforce Committee 2014. Possessing competencies means that a person is able to complete responsibilities and is equipped with the knowledge and skills to practice their profession safely and confidently (Black et al 2008). As for the competence context, research shows that nurses have the awareness to maintain and improve their clinical competenciesthey know the meaning and importance of continuing education, professional networking and obtaining additional knowledge, such as knowledge on EBP.…”

Professional Quality of Life and Clinical Competencies among Korean Nurses

“…Clinical competence is defined as "the ability of the registered nurse to integrate and apply the knowledge, skills, judgments and personal attributes required to practice safely and ethically in designated role and setting" [2]. Several issues in recent healthcare environments contribute to the need to assess nurse competence [3].…”

Improvement of Iranian nurses' competence through professional portfolio: A quasi‐experimental study

“…Continuing competence, therefore, is an important topic for attention, decisions, and planned implementation. Of course, the definition of competence lacks consensus, remains obscure, and is contradictory (Yanhua & Watson, 2011), however, a holistic conception of competence has been accepted by many researchers (Black et al ., 2008). According to the holistic definition of competence, the Iranian Nursing Organization (INO, 2010) applied the term competence as referring to “a combination of skills, knowledge, attitudes, values and abilities that underpin effective and/or superior performance in a professional/occupational area.” In this study, competence is defined in terms of capacity to integrate knowledge, skills, attitude, and values in specific contextual situations of practice (Cowan et al ., 2007).…”