Nurse competence in the interface between primary and tertiary healthcare services

Leonardsen, Ann‐Chatrin Linqvist; Bjerkenes, Annette; Rutherford, Inga

doi:10.1002/nop2.230

Cited by 10 publications

(7 citation statements)

References 47 publications

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“…A recent study found that supervisors perceive that students should learn most practical skills in the educational institution, while they should get further training in these skills when in clinical placements [ 20 ]. This may have an impact on supervisors' approach to, or facilitation of, students' learning of practical skills.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perspectives on Learning Practical Nursing Skills: A Focus Group Study in Norway

Gregersen

Hansen

Brynhildsen

et al. 2021

Nursing Research and Practice

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Practical nursing skills are complex and involve technical, theoretical, and practical aspects, caring perspectives adjusted to both patient and circumstances, as well as ethical and moral considerations. Patients’ length of stay in hospitals is decreasing, and more advanced patient treatment is conducted in primary healthcare settings. Hence, education and nursing skills need adjustment in line with the rapidly evolving field of practice. Studies emphasize a need to uncover whether the technical aspect of nursing skills, in general, is challenging in students’ learning. The aim of this study was to explore students’ perspectives on practical nursing skills and how they can best learn these. Three focus group interviews were conducted with registered nurse students and intellectual disability nurse students in their last semester (n = 11). Conventional, inductive content analysis in line with recommendations from Hsieh and Shannon was used to analyze the data. Two main categories with subcategories were identified: (1) the content of practical skills, with subcategories (a) human-to-human relations, (b) organizational competence, and (c) technical mastering and (2) building competence, with subcategories (a) need for supervision, (b) planning the learning situations, and (c) relevance for practice. Students experienced that practical skills did not only include technical aspects but also the ability to establish a relationship to the patient and to organize their working day. Supervising was assumed as essential both when training in the simulation center and in clinical placement, as well as planning of the training, respectively. Students experienced that some skills learned in the university college were less relevant in clinical practice and that certain skills were difficult to perform in practice due to the type of clinical placement. Hence, there is a need to review the approach to and content of practical nursing skills’ learning in healthcare undergraduate programs, to prepare students for clinical practice, and to ensure that they build the competence needed in healthcare services.

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Section: Introductionmentioning

confidence: 99%

Students’ Perspectives on Learning Practical Nursing Skills: A Focus Group Study in Norway

Gregersen

Hansen

Brynhildsen

et al. 2021

Nursing Research and Practice

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“…A recent study found that RNs and IDNs perceive that students should learn both basic and advanced technical skills in the university college, and then practice further in clinical practice [ 28 ]. Moreover, another study showed that RNs in primary healthcare receive training in specific technical procedures such as handling of ventilators, tracheostomia, palliation or dialysis [ 9 ]. This complexity has also been indentified in international studies (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the increasing implementation of technology enabled care in healthcare services leads to a need for reorganization of healthcare personnel’s working methods and services [ 7 ]. In addition, digital competence among healthcare personnel is still a challenge [ 8 ], and nurses express a need for more knowledge related to digitalization in healthcare services [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Supervising students in a complex nursing practice- a focus group study in Norway

et al. 2021

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Background The supervisory role of registered nurses and intellectual disability nurses will be even more essential in the future, to support the education of competent newly graduated candidates. To our knowledge few studies have explored nursing student supervisors’ perspectives on supervision across primary- and hospital healthcare services and also across nurse educational programs. The aim of the current study was to investigate supervisors’ perspectives on supervising from different clinical settings, and across registered nurses’ and intellectual disability nurses’ clinical practice. Methods The study had an exploratory and descriptive design. The study was conducted within one university college catchment area in Southeastern-Norway. Eight focous group interviews were conducted in primary healthcare (n = 4) and hospital (n = 4) wards. A total of 31 registered nurses and three intellectual disability nurses participated. Hsieh and Shannon’s conventional content analysis was used to analyze the data. Results Participants across primary- and hospital healthcare agreed that clinical practice was complex, and required that students gained competence in both technical and non-technical skills. Moreover, needed skills were described both as general and arena specific, and as both basic and advanced. Participants perceived that technical and non-technical skills together, ideally should lead to students being able to «see the person» behind the patient. Conclusions Supervisors emphasized the challenges of supervising students in a complex nursing practice. Students should gain both procedural competence and an ability to provide person-centred care, and this challenged the supervisors’ own competence. Our findings indicate a need to support supervisors, to enable them to meet these challenges.

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“…Self-reported competencies to manage clinical core components were measured using the Professional Nurse Self-Assessment Scale (PROFFNurseSASII) [12,13]. The scale consists of 50 items in six focus areas to avoid questions superfluous to the study aim.…”

Section: Competencies and Need For Further Trainingmentioning

confidence: 99%

Transitional Care Nurses' Self-Reported Characteristics of Work Areas, Job Satisfaction, Competencies and Need for Further Training: A Cross-Sectional Study

et al. 2022

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Introduction: Transitional care for older people with multiple chronic conditions is complex, and it is essential to identify the competencies of the nurses who provide such care. Aim: This study aimed to describe and compare the self-reported characteristics of transitional care nurses to their work areas, job satisfaction, competencies, and need for further training. Methods: A cross-sectional study design was used, and STROBE was followed for reporting. The total population of transitional care nurses (n=28) in Denmark was invited to participate. Data were collected through a questionnaire covering work areas, job satisfaction, competencies, and the need for further training. Results: Respondents reported high confidence in competencies related to direct clinical practice, cooperation and consultation, caregiver involvement, and use of electronic communication, and a limited need for further training. Expert transitional care nurses have high confidence in their work competencies related to patients and administrative tasks and increased job satisfaction.

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Nurse competence in the interface between primary and tertiary healthcare services

Cited by 10 publications

References 47 publications

Students’ Perspectives on Learning Practical Nursing Skills: A Focus Group Study in Norway

Students’ Perspectives on Learning Practical Nursing Skills: A Focus Group Study in Norway

Supervising students in a complex nursing practice- a focus group study in Norway

Transitional Care Nurses' Self-Reported Characteristics of Work Areas, Job Satisfaction, Competencies and Need for Further Training: A Cross-Sectional Study

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