Developing Competency Standards for Occupational Health Nurses in Australia

Davey, Grace Dorothy

doi:10.1177/216507999504300304

Cited by 15 publications

(25 citation statements)

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“…Most commonly, the expertise of occupational health nurse referred to the cooperation with employees, employers, health‐care units and workplaces 22,25,30,31 . Less frequently, it was revealed in connection with students, occupational health staff, health and safety committees and government 17,21,28,32,33 . The ‘expertise’ was also connected with the collective expertise of a group or panel composed of skilled occupational professionals who were given a special task or problem to solve 32,34 …”

Section: Resultsmentioning

confidence: 99%

“…Other findings concerning the consequences of expertise were clients’ healthier habits, higher employee productivity, better quality of life of employees, job satisfaction and prevention of workers’ illnesses, injuries, disabilities, work absenteeism and unemployment 26,30,39,41 . Additional positive consequences were better relationships with workers, more accessible health care, greater effectiveness and utilization of health‐care services, higher profile of the occupational health nurses and better image of client enterprises 24,32,39 …”

Section: Resultsmentioning

confidence: 99%

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Concept analysis of expertise of occupational health nurses applying Rodgers’s evolutionary model

Naumanen‐Tuomela

2001

Int J of Nursing Practice

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The purpose of this study was to clarify the concept of expertise among occupational health nurses. The material consisted of 24 research articles and one theory article published between 1983 and 1997. These were analysed using Rodgers's concept analysis model. The analysis revealed that the surrogate term was authority, and the related concepts were specialist, professional, practitioner and generalist. The attributes of the concept of expertise were associated with roles, profession, position, title and functions. The antecedents of the expertise were identified as knowledge and skills, education, training, experience, personal characteristics and work-related opportunities. The consequences of the expertise were economic and health benefits. Most commonly, the expertise of occupational health nurses referred to clients, workplaces and health-care units. Changes in the concept of expertise were also examined and a definition of expertise formed. Concept clarification is necessary for the development of occupational health education, practice and theory building.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Concept analysis of expertise of occupational health nurses applying Rodgers’s evolutionary model

Naumanen‐Tuomela

2001

Int J of Nursing Practice

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“…No additional comments were provided to clarify the reasons for this. From the literature, lack of skills and knowledge in research methods [16], employer expectations and their perception of research as a ‘less valuable’ competency have been highlighted as key determining factors [17–19]. ‘Health promotion’ was ranked third lowest, despite an increasing focus on employee well-being and the pivotal role of OHNs in this.…”

Section: Discussionmentioning

confidence: 99%

“…Managing an OH service was the only emergent activity identified as a substantial part of the OHN’s role. A lack of involvement in research was highlighted [20] and another study related this to a lack of skills in, and knowledge of, research methods [16]. In a global survey of OH professionals [15], clinically focused competencies were the skills most frequently considered necessary for OHNs, with lower scores for research.…”

Section: Introductionmentioning

confidence: 99%

Core competencies for UK occupational health nurses: a Delphi study

Lalloo

Demou

Kıran

et al. 2016

OCCMED

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BackgroundOccupational health nurses (OHNs) play a pivotal role in the delivery of occupational health (OH) services. Specific competency guidance has been developed in a number of countries, including the UK. While it is acknowledged that UK OHN practice has evolved in recent years, there has been no formal research to capture these developments to ensure that training and curricula remain up-to-date and reflect current practice.AimsTo identify current priorities among UK OHNs of the competencies required for OH practice.MethodsA modified Delphi study undertaken among representative OHN networks in the UK. This formed part of a larger study including UK and international occupational physicians. The study was conducted in two rounds using a questionnaire based on available guidance on training competencies for OH practice, the published literature, expert panel reviews and conference discussions.ResultsConsensus among OHNs was high with 7 out of the 12 domains scoring 100% in rating. ‘Good clinical care’ was the principal domain ranked most important, followed by ‘general principles of assessment & management of occupational hazards to health’. ‘Research methods’ and ‘teaching & educational supervision’ were considered least important.ConclusionsThis study has established UK OHNs’ current priorities on the competencies required for OH practice. The timing of this paper is opportune with the formal launch of the Faculty of Occupational Health Nursing planned in 2018 and should inform the development of competency requirements as part of the Faculty’s goals for standard setting in OHN education and training.

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“…Some studies have dealt with occupational health nurses’ work from the perspectives of occupational health nurses and clients, including employers. The competence functions of occupational health nurses that have been identified include management of occupational health services and health promotion activities, illness and injury treatment, monitoring and evaluation of the work environment and workers’ health, education and training, rehabilitation, legislation and research (Lusk 1990, Davey 1995). Occupational health nurses’ working hours include preventive functions such as health checks, visits to workplaces, co‐operation with employers, and counselling, nursing and other duties such as education, co‐operation with other partners and other responsibilities (Peurala et al .…”

Section: Introductionmentioning

confidence: 99%

Finnish occupational health nurses’ work and expertise: the clients’ perspective

Naumanen‐Tuomela

2001

Journal of Advanced Nursing

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It is important to arrange continuing education for occupational health nurses to ensure that they are always up to date in order to be able to respond to specific clients' needs. This study provides a foundation for further investigations into, for example, occupational health nurses' work from the point of view of employers, students of occupational health nursing and other occupational health experts and co-operative partners.

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Developing Competency Standards for Occupational Health Nurses in Australia

Cited by 15 publications

References 3 publications

Concept analysis of expertise of occupational health nurses applying Rodgers’s evolutionary model

Concept analysis of expertise of occupational health nurses applying Rodgers’s evolutionary model

Core competencies for UK occupational health nurses: a Delphi study

Finnish occupational health nurses’ work and expertise: the clients’ perspective

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