Factors that affect the development of nurses’ competencies: a systematic review

Rizany, Ichsan; Hariyati, Rr. Tutik Sri; Handayani, Hanny

doi:10.1016/s1130-8621(18)30057-3

Cited by 86 publications

(99 citation statements)

References 26 publications

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“…The present study, along with other previous studies such as the research carried out by Herrin et al [73], support that the master's degree training allows the nurse manager to be able to carry out adequate decision making, as well as for the effective management of health processes. In the same way, Rizani et al [74] point out that the average competence of nurses is higher when they have developed advanced studies (master's degree or Ph.D.), increasing with time their level of competency to a higher degree than those nurses who have not developed advanced training.…”

Section: Discussionmentioning

confidence: 89%

Nurse Manager Core Competencies: A Proposal in the Spanish Health System

García

Pinto‐Carral

Villorejo

et al. 2020

IJERPH

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Nurses who are capable of developing their competencies appropriately in the field of management are considered fundamental to the sustainability and improvement of health outcomes. These core competencies are the critical competencies to be developed in specific areas. There are different core competencies for nurse managers, but none in the Spanish health system. The objective of this research is to identify the core competencies needed for nurse managers in the Spanish health system. The research was carried out using the Delphi method to reach a consensus on the core competencies and a Principal Component Analysis (PCA) to determine construct validity, reducing the dimensionality of a dataset by finding the causes of variability in the set and organizing them by importance. A panel of 50 experts in management and healthcare engaged in a four-round Delphi study with Likert scored surveys. We identified eight core competencies from an initial list of 51: decision making, relationship management, communication skills, listening, Leadership, conflict management, ethical principles, collaboration and team management skills. PCA indicated the structural validity of the core competencies by saturation into three components (α Cronbach >0.613): communication, leadership and decision making. The research shows that eight competencies must be developed by the nursing managers in the Spanish health system. Nurse managers can use these core competencies as criteria to develop and plan their professional career. These core competencies can serve as a guideline for the design of nurse managers’ development programs in Spain.

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Section: Discussionmentioning

confidence: 89%

Nurse Manager Core Competencies: A Proposal in the Spanish Health System

García

Pinto‐Carral

Villorejo

et al. 2020

IJERPH

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“…Degrande et al also emphasized that professional competence in their study is defined differently from clinical competence, which most likely relates to the decision‐making and thinking action behind the clinical skill. Another systematic review conducted by Rizany, Hariyati, and Handayani (2018) related to the factors affecting the development of nurse competencies, which included articles consisting of multiple designs, including qualitative studies, cross‐sectional studies, experimental studies, and review articles. The findings showed five influencing factors of competence, including work experience, nursing environment, educational level, professional adherence, critical thinking, and personal factors.…”

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confidence: 99%

Factors Related to the Clinical Competence of Registered Nurses: Systematic Review and Meta‐Analysis

Gunawan

Aungsuroch

Fisher

et al. 2020

J of Nursing Scholarship

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Today's health care is rapidly changing due to issues such as complex changes of disease structures, diverse needs of people, aging populations, low birthrates, and technological developments (Fukada, 2018; Karami, Farokhzadian, & Foroughameri, 2017). These complex conditions are a challenge for health practitioners, including nurses. Regardless of work setting, nurses are expected to increase their competence in nursing practice to ensure patient safety and security, to maintain quality care, and to improve nursing outcomes in their unit (Fukada, 2018). It is unarguable that the clinical competence of registered nurses is a fundamental element in the delivery of nursing care. Although competence has been widely discussed in the literature, there is still a degree of ambiguity in its definition. The number of concept analyses demonstrates the complexity of the concept (Garside & Nhemachena, 2013; Smith, 2012; Valloze, 2009). The definition of competence varies in different countries. In the United Kingdom, competence refers to the ability to do tasks within an occupation (Audenaert, Vanderstraeten, Buyens, & Desmidt, 2014), while in the United States, competence is defined as the individual characteristics and behaviors needed to perform required activities (Spencer & Spencer, 2008).

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“…The present study also found that the scores for the component “critical thinking” decreased after 9–15 months among NGRNs. This is of concern as critical thinking is an essential predictor of nurses' competence development (Rizany, Hariyati, & Handayani, ; Wangensteen et al, ) and is associated with the abilities to think intellectually, make judgements and think critically rather than length of experience (Benner, ). Essential elements in critical thinking and lifelong learning are the abilities to pose questions, reflect and seek learning opportunities (Davis et al, ).…”

Section: Discussionmentioning

confidence: 99%

Newly graduated registered nurses' self‐assessed clinical competence and their need for further training

2020

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Aim To explore and describe changes in self‐assessed clinical competence and the need for further training among newly graduated Registered Nurses during their first 15 months of professional work in acute care hospital settings. Design Quantitative longitudinal design. Methods The 50‐item Professional Nurse Self‐Assessment Scale of clinical core competencies II was used. A total of 45 newly graduated Registered Nurses answered the questionnaire at four different occasions. Data were collected after 2, 5, 9 and 15 months of working experience. Result The components “ethical decision‐making,” “cooperation and consultation” and “clinical leadership” were rated highest in clinical competence and lowest in need for further training. The components “professional development” and “critical thinking” were rated lowest in clinical competence and “direct clinical practice” rated highest in need for further training. The clinical competence increased significant between 9–15 months, with the exception of “critical thinking” and need for further training decreased significantly between 9–15 months, with the exception of “critical thinking.”

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Factors that affect the development of nurses’ competencies: a systematic review

Cited by 86 publications

References 26 publications

Nurse Manager Core Competencies: A Proposal in the Spanish Health System

Nurse Manager Core Competencies: A Proposal in the Spanish Health System

Factors Related to the Clinical Competence of Registered Nurses: Systematic Review and Meta‐Analysis

Newly graduated registered nurses' self‐assessed clinical competence and their need for further training

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