Developing a Core Competency Model and Educational Framework for Primary Maternity Services: A national consensus approach

Homer, Caroline; Griffiths, Marnie; Brodie, Pat; Kildea, Sue; Curtin, Austin; Ellwood, David

doi:10.1016/j.wombi.2011.07.149

Cited by 10 publications

(10 citation statements)

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“…Landeta et al (2011) propose a Hybrid Delphi technique seeking to resolve some of the problems associated with Delphi and nominal group techniques, combining both approaches with focus groups. Homer et al (2012) describe a national consensus approach to developing a competency model and education framework for primary maternity services in Australia, using a combination of a Steering Committee, a wider Reference Group and public consultation.…”

Section: Consensus Approachesmentioning

confidence: 99%

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An iterative consensus‐building approach to revising a genetics/genomics competency framework for nurse education in the UK

Kirk

Tonkin

Skirton³

2013

Journal of Advanced Nursing

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KIRK M., TONKIN E. & SKIRTON H. (2014) An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK. Journal of Advanced Nursing 70(2), 405–420. doi: 10.1111/jan.12207AimTo report a review of a genetics education framework using a consensus approach to agree on a contemporary and comprehensive revised framework.BackgroundAdvances in genomic health care have been significant since the first genetics education framework for nurses was developed in 2003. These, coupled with developments in policy and international efforts to promote nursing competence in genetics, indicated that review was timely.DesignA structured, iterative, primarily qualitative approach, based on a nominal group technique.MethodA meeting convened in 2010 involved stakeholders in UK nursing education, practice and management, including patient representatives (n = 30). A consensus approach was used to solicit participants' views on the individual/family needs identified from real-life stories of people affected by genetic conditions and the nurses' knowledge, skills and attitudes needed to meet those needs. Five groups considered the stories in iterative rounds, reviewing comments from previous groups. Omissions and deficiencies were identified by mapping resulting themes to the original framework. Anonymous voting captured views. Educators at a second meeting developed learning outcomes for the final framework.FindingsDeficiencies in relation to Advocacy, Information management and Ongoing care were identified. All competencies of the original framework were revised, adding an eighth competency to make explicit the need for ongoing care of the individual/family.ConclusionModifications to the framework reflect individual/family needs and are relevant to the nursing role. The approach promoted engagement in a complex issue and provides a framework to guide nurse education in genetics/genomics; however, nursing leadership is crucial to successful implementation.

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Section: Consensus Approachesmentioning

confidence: 99%

“…Homer et al . () describe a national consensus approach to developing a competency model and education framework for primary maternity services in Australia, using a combination of a Steering Committee, a wider Reference Group and public consultation.…”

Section: Introductionmentioning

confidence: 99%

An iterative consensus‐building approach to revising a genetics/genomics competency framework for nurse education in the UK

Kirk

Tonkin

Skirton³

2013

Journal of Advanced Nursing

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“…Some researchers had assessed physicians' competencies, encouraged and guided them to modify their behaviors according to the evaluation criteria [1][2][3], including selection, training, and careers [4], some concerning excellent doctor [5]. In addition, some researchers applied competency model for nursing abilities [6][7][8], and some used it in medical education [9][10][11][12]. If competency model is applied to a research on the abilities of TCM doctors who should have, strengthening the potential characteristics and motivation of TCM doctors, and exploring how to strengthen the value recognition and abilities of TCM to the TCM doctors, these will improve the medical quality [13] and have positive effects on the development of TCM hospitals.…”

Section: Introductionmentioning

confidence: 99%

Suggestions on Transformation of the Traditional Chinese Medicine Doctors Management Based on the Competency Model

Tang¹,

Cheng²

2017

dtem

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Abstract. Suitable management mode of TCM doctors will improve the medical quality and have positive effects on the development of TCM hospitals, and promote the whole development of TCM. In this paper, through a comparative analysis of traditional management mode of TCM doctors and management mode based on competency model, it is suggested that the reform of the management mode based on competency model of TCM doctors should be carried out, including the aspects of selection, training and performance evaluation of TCM doctors, paying more attention to knowledge, skills of diagnosis and treatment on TCM, and also the professional ethics and values of TCM doctors.

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“…, Homer et al . ); simulation (Arafeh , Przybyl et al . ); Objective Structured Clinical Examination's (Holland et al .…”

Section: Introductionmentioning

confidence: 99%

“…Methods used to evaluate continuing competence include: self-assessment questionnaires (Bahreini et al 2011, Beauvais et al 2011, Akamine et al 2013, Karlstedt et al 2015; competency measures based on measurement of competences linked to a particular competence framework (Bentley & Dandy-Hughes 2010, De Clercq et al 2011, Homer et al 2012; simulation (Arafeh 2011, Przybyl et al 2015; Objective Structured Clinical Examination's (Holland et al 2009); problem-based/case-based e-learning programmes (Brydges et al 2010, Kim & Shin 2014; assessments based on responses to hypothetical scenarios (Fleming et al 2011) and portfolios (Andre 2010, Bahreini et al 2013, Green et al 2014.…”

Section: Introductionmentioning

confidence: 99%

Nurses', midwives' and key stakeholders' experiences and perceptions on requirements to demonstrate the maintenance of professional competence

Casey

Cooney

O’Connell

et al. 2016

Journal of Advanced Nursing

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Accepted ArticleThis article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as doi: 10.1111/jan.13171 This article is protected by copyright. All rights reserved. Conflict of interestNo conflict of interest has been declared by the authors.Aim. To present the qualitative findings from a study on the development of scheme(s) to provide evidence of maintenance of professional competence for nurses and midwives.Background. Key issues in maintenance of professional competence include notions of selfassessment, verification of engagement and practice hours, provision of an evidential record, the role of the employer and articulation of possible consequences for non-adherence with the Accepted ArticleThis article is protected by copyright. All rights reserved.requirements. Schemes to demonstrate the maintenance of professional competence have application to nurses, midwives and regulatory bodies and healthcare employers worldwide.Design. A mixed methods approach was used. This included an online survey of nurses and midwives and focus groups with nurses and midwives and other key stakeholders. The qualitative data are reported in this paper.Methods. Focus groups were conducted among a purposive sample of nurses, midwives and key stakeholders from January -May 2015. A total of thirteen focus groups with 91 participants contributed to the study.  A framework for continuing professional competence should include; self-assessment, specified number of practice hours, a portfolio of evidence, evidence of CPD and evidence of learning through use of reflection How should the findings be used to influence policy/practice/research/education?  Findings will influence policy development in terms of a national framework for monitoring and maintaining continuing professional competence of nurses and midwives to protect the public. Increased professional awareness of the roles of the Regulatory body, the employer and the individual nurse and midwife in developing and maintaining professional competence.

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Developing a Core Competency Model and Educational Framework for Primary Maternity Services: A national consensus approach

Cited by 10 publications

References 0 publications

An iterative consensus‐building approach to revising a genetics/genomics competency framework for nurse education in the UK

An iterative consensus‐building approach to revising a genetics/genomics competency framework for nurse education in the UK

Suggestions on Transformation of the Traditional Chinese Medicine Doctors Management Based on the Competency Model

Nurses', midwives' and key stakeholders' experiences and perceptions on requirements to demonstrate the maintenance of professional competence

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