Methodology Proposal for the Management of Nursing Competencies towards a Strategic Training. A Theoretical Analysis

Abstract

Professional and academic legislation relating to nursing skills reflects conceptual and professional developments. In this sense, conceptual and methodological analyses are required to describe the concept of nursing competencies, the individual or group self-perception of competencies, to identify training needs, and to specify the nursing professional profile within the health organization. A sequential mixed methodology was proposed combining qualitative and quantitative approaches. The qualitative methodology involves the Focus Group and the Delphi technique. The quantitative methodology involves surveying and analyzing self-perception (descriptive and analytical in relation to personal and professional variables and levels of excellence). The methodology was piloted among primary care nurses. Competencies were analyzed and distributed across the training program. The combination of qualitative and quantitative methods showed that obtaining a deep insight into the nurses’ competencies would be a good process. This proposal is applicable as an approach to global nursing competencies or to a particular specialty.

Development of the Nursing Assessment Tool for the Patient With Inflammatory Bowel Disease

“…The Delphi method was used to validate the proposed tool. This technique has been widely used in nursing, both quantitative and qualitative research (Acosta et al, 2020; Sánchez-Gómez et al, 2020). Furthermore, as no criteria have been established for selecting experts for validation studies, the criteria proposed by Guimarães et al (2016) was used.…”

Necesidades formativas de las enfermeras de cuidados intensivos en España

“…Estos 66 ítems se valoraron mediante una escala tipo Likert de 10 puntos; además, se incluyeron las preguntas sociodemográficas también valoradas por el grupo de expertos. La metodología seguida ha sido similar a la empleada por otros estudios para tratar temas en el mismo contexto (12,51,363,56,80,84,85,199,257,361,362) o incluso temas generales que afectan al conocimiento enfermero (143,188,190,192,193,211,(364)(365)(366)(367) . En cuanto a la extensión del cuestionado generado, podemos observar en la literatura que la evaluación de competencias depende del modelo elegido, de los dominios y de los subdominios que evalúe, encontrando cuestionarios que cuentan con distinto número de ítems (68,208,334) .…”