Entrustable professional activities in nursing: A concept analysis

Al‐Moteri, Modi

doi:10.1016/j.ijnss.2020.06.009

Cited by 22 publications

(20 citation statements)

References 32 publications

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“…In second year, as students learn about their ethical responsibilities, they can be introduced to concepts such as Entrustable Professional Activities (EPA), those activities that professionals can be trusted to perform in their daily work 37 . Classifying fundamental physical care and patient communication as EPAs for registered nurses offers the potential to render these activities as ethical, as well as needs‐based and safety, requirements.…”

Section: Discussionmentioning

confidence: 99%

Missed nursing care: An overview of reviews

Chaboyer

Harbeck

Lee

et al. 2020

The Kaohsiung J of Med Scie

180

112

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Missed nursing care is care that is delayed, partially completed, or not completed at all. The aim of this overview of reviews was to identify the nursing care that is missed, the factors that influence missed nursing care and the outcomes from it. To be included, reviews had to use the systematic review process and focus on hospital care. Databases were searched from inception until August sixth, 2020. One author screened the papers and extracted data on included reviews and a second checked this. Two authors independently assessed the quality of the reviews. Seven reviews were included in this overview. Categories of care missed included: (a) communication and information sharing; (b) self‐management, autonomy, and education including care planning, discharge planning and decision; (c) fundamental physical care; and (d) emotional and psychological care including spiritual support. Factors associated with missed care were related to staffing levels and/or labor resources skill mix, material resources not being available, patient acuity and teamwork/communication. Outcomes of missed nursing care included: less/poorer quality of patient care, patient satisfaction, and nurses' job satisfaction, increased patient adverse events, and the organizational outcomes of increasing hospital length of stay and hospital readmission. In‐depth qualitative and mixed methods research is needed to better understand how nurses prioritize care and why care is missed. Longitudinal and experimental research is required to better clarify if these relationships between missed care and negative patient outcomes are likely cause and effect.

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Section: Discussionmentioning

confidence: 99%

Missed nursing care: An overview of reviews

Chaboyer

Harbeck

Lee

et al. 2020

The Kaohsiung J of Med Scie

180

112

View full text Add to dashboard Cite

show abstract

“…In undergraduate nurse education, students need to acquire the knowledge, skills, and attitudes required to form the foundations of their identity as a nurse ( Al-Moteri, 2020 ; Fukuda, 2018 ). Attitudes include empathy for the person, respecting the person's rights, and maintaining professional responsibility, and autonomy.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate nursing students' learning experiences of a telehealth clinical practice program during the COVID-19 pandemic: A qualitative study

Kazawa

Teramoto

Azechi

et al. 2022

Nurse Education Today

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Background Against the backdrop of the COVID-19 pandemic, nurse education institutions are required to create innovative and diverse educational methods to ensure the continued learning of undergraduate nursing students. We developed a telehealth clinical practice program to address this challenge. Objectives We explored the students' learning experiences of our telehealth clinical practice program by qualitatively analyzing student reports. Methods The participants were fourth-year undergraduate students who had taken the telehealth clinical practice program at Hiroshima University. Data were collected as reports from the participants during clinical practice and analyzed using thematic analysis. Results Of the 59 students who completed the practical training, 26 agreed to participate in the study (consent rate: 44.1%). Sixteen themes emerged from the analysis as the students' learning experiences, and were classified into four thematic categories: (1) recognition of continued self-improvement required to become a nurse and development of a sense of ethics, (2) improvement of knowledge and practical skills in chronic care nursing, (3) acquisition of telehealth skills, and (4) learning through modeling and teamwork, and improvement of self-efficacy. Interacting with persons through telehealth provided an opportunity to learn directly about persons' lives and their experiences of illness, and helped participants develop a sense of responsibility and ethical nursing. Conclusions Our study findings indicate that undergraduate nursing students perceived that their attitude, knowledge and skill acquisition improved through this program. We believe that telehealth can have a place as a teaching strategy and this telehealth clinical practice program can be further enhanced the learning effects by combining it with face-to-face training and multidisciplinary education in the future.

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“…In our study, we used the Delphi method as a core process to build and assess consensus. The Delphi approach has been used to define EPAs in different health profession disciplines 18 and specialties in medical education, including 20 internal medicine, 21 pharmacy, 22 nursing, 23 and veterinary medicine 24 . In this method, a group of experts (from different locations) are asked individually for feedback through a survey.…”

Section: Introductionmentioning

confidence: 99%

Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process

Ramaswamy

Fitzgerald

Danciu

et al. 2021

Journal of Dental Education

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Purpose/objectives The purpose of this study was to define and develop a set of Entrustable Professional Activities (EPAs) for dental education using a modified Delphi consensus approach. EPAs define the core tasks that a graduating dentist needs to perform independently in practice. The EPA framework facilitates assessment of competencies as they manifest in the tasks and independence needed to be ready for practice. Methods Feedback was obtained from participants about a list of EPAs, with modifications made after each of the 3 rounds, using a modified Delphi approach. Phase 1 included attendees at the ADEA Fall 2017 meeting (n = 35) who participated in an EPA workshop primarily composed of academic deans. The Phase 2 “reactor panel” consisted of 10 dental schools’ academic deans and other individuals with expertise and interest in dental curriculum and assessment (n = 31). Phase 3 participants were attendees at the ADEA CCI 2019 meeting (n = 91) who also participated in a 2‐day EPA workshop. Results In phase 1, overall ratings for acceptability of the EPAs were satisfactory. In phase 2, the next iteration of EPAs was judged as satisfactory for inclusion in curriculum, match well with clinical practice and clarity. In phase 3, the EPAs were judged as satisfactory for being an “entrustable, essential, and important task of the profession.” Qualitative feedback suggested wording, measurability, and specific focus of EPA statements is important. Conclusions A preliminary set of EPAs was designed for predoctoral dental education through a systematic, careful consensus building approach involving a diverse set of participants.

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Entrustable professional activities in nursing: A concept analysis

Cited by 22 publications

References 32 publications

Missed nursing care: An overview of reviews

Missed nursing care: An overview of reviews

Undergraduate nursing students' learning experiences of a telehealth clinical practice program during the COVID-19 pandemic: A qualitative study

Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process

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