Developing nursing competence: Future proofing nurses for the changing practice requirements of 21st century healthcare

Weeks, Keith W.; Coben, Diana; Lum, Gerard; Pontin, David

doi:10.1016/j.nepr.2017.08.020

Cited by 31 publications

(17 citation statements)

References 1 publication

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“…Waston et al [ 7 ] suggested that the assessment of nursing performance competencies was important in identifying areas that require additional professional development and education. To improve nursing, these competencies must be continuously developed through appropriate education programs [ 8 ]. In addition, assessment of practical education needs can contribute to achieving learner-oriented education and increasing the range of education provided; it can also identify educational areas that should be prioritized [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Comparison of Nursing Performance Competencies and Practical Education Needs Based on Clinical Careers of Operating Room Nurses: A Cross-Sectional Study

Jung

Kim

2020

Healthcare

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In order to provide appropriate practical training for quality nursing care, it is necessary to evaluate nursing performance competencies in terms of clinical careers. Using convenience sampling, this cross-sectional study aimed to identify the nursing performance competencies and practical education needs of operating room nurses by evaluating nurses’ clinical careers. The participants in this study were 182 nurses working in the operating rooms of four general hospitals in Seoul, Korea. Data came from self-report questionnaires regarding nursing performance competencies and practical education needs. The results showed that participants’ nursing performance competencies and practical education needs differed significantly across clinical career groups. Further, participants’ nursing performance competencies were negatively correlated with practical education needs in terms of clinical career. In order to develop an effective and continuous practical education program for operating nurses, various education programs that reflect nursing performance competencies and practical education needs for particular stages of clinical careers are necessary.

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Section: Introductionmentioning

confidence: 99%

Comparison of Nursing Performance Competencies and Practical Education Needs Based on Clinical Careers of Operating Room Nurses: A Cross-Sectional Study

Jung

Kim

2020

Healthcare

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“…The learning needs identified in this study reflect the bio-psychosocial and environmental context of the developing SP role 2 and provide the basis for establishing a competency framework for education, training and assessment 10 and supporting outcome evaluation. 16 However, it should be noted that some of the learning needs required by social prescribers will originate from the need to manage the type of referrals received, for example, managing loneliness, anxiety and depression as opposed to socio-economic issues.…”

Section: Discussionmentioning

confidence: 92%

“…In this study, the term social prescriber is used for convenience but also encompasses other terms. The SP role is challenging as it involves a range of cognitive, functional and ethical competencies 10 to help people feel at ease and motivated, and to support people living with anxiety or depression who may have difficulty engaging, or who are lonely and isolated. In addition, social prescribers need sound knowledge of resource availability in their local practice area, for example, on housing issues and benefits advice.…”

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confidence: 99%

Using consensus methods to develop a Social Prescribing Learning Needs Framework for practitioners in Wales

Wallace

Elliott

Thomas

et al. 2020

Perspect Public Health

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Aims: Social prescribing is being widely implemented in Wales, but there is no consensus on the necessary learning, training and education needs for people delivering social prescribing. The purpose of the study was to develop an education and training needs conceptual framework for social prescribers in Wales, which could be used by commissioners and providers for the development of social prescribing curricula. Methods: This study used two consensus methods. First, Group Concept Mapping using Concept Systems Global MaxTM software which identified the important and available learning needs of 18 ( n = 18) geographically spread social prescribing practitioners. Second, a world café style workshop asked 85 ( n = 85) social prescribers to identify when training and support would be most appropriate and valuable in developing their role and skills. Results: A Social Prescribing Learning Needs Framework was developed identifying important learning needs and their availability across a timeline from induction onwards. This was conceptualised from a group concept mapping cluster map and go-zone report. The map comprises five clusters of statements (compassion, interpersonal relationships, socioeconomic disadvantage, networking and monitoring data) from the original 120 statements of learning needs identified by participants. The Go-Zone report displayed how each learning need was rated by participants on scales of importance and availability. A large number of training needs (45%) that were identified as important, are not currently available to social prescribers. All training needs were placed within the first year of the social prescriber working timeline, with 39% placed in an induction period. Conclusion: The use of two different consensus methods enabled social prescribers geographically spread across Wales to engage with the study. The Social Prescribing Learning Needs Framework will be used to inform the commissioning and decommissioning of training for people delivering social prescribing in Wales.

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“…In healthcare education (e.g., pharmacy, nursing), there have been some promising expansions of competency frameworks. These include attending to the more complex elements of practice by integrating higher-order cognitive skills, such as the practitioner's empathy [18], emotional intelligence [19,20], and reflection [21]. The inclusion of these higher-order skills as a part of competencies is a welcoming addition.…”

Section: Reprinted With Permission From the Council On Social Work Educationmentioning

confidence: 99%

Designing and Conducting Healthcare Simulations: Contributions From Social Work

Asakura¹,

Occhiuto²,

Tarshis³

et al. 2021

Cureus

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Spurred on by medical education, the last decade has seen a steady increase in simulation-based teaching, learning, and student assessment in social work. Using professional actors trained to portray realistic client scenarios, social work students are afforded risk-free opportunities to rehearse and develop various competencies in working with these simulated patients (SP). This pedagogy is particularly relevant for social work students and practitioners because of the highly vulnerable and marginalized nature of the clients they work with (e.g., suicide intervention, child protection decision-making). In this editorial, we briefly discuss the competency frameworks respectively designed for medicine and other healthcare professionals as well as social work. We highlight ways in which simulation educators might design teaching, learning, and student assessment in preparing healthcare professionals for holistic competence. In doing so, this editorial articulates contributions of social work to broader healthcare simulation education.

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Developing nursing competence: Future proofing nurses for the changing practice requirements of 21st century healthcare

Cited by 31 publications

References 1 publication

Comparison of Nursing Performance Competencies and Practical Education Needs Based on Clinical Careers of Operating Room Nurses: A Cross-Sectional Study

Comparison of Nursing Performance Competencies and Practical Education Needs Based on Clinical Careers of Operating Room Nurses: A Cross-Sectional Study

Using consensus methods to develop a Social Prescribing Learning Needs Framework for practitioners in Wales

Designing and Conducting Healthcare Simulations: Contributions From Social Work

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