Registered nurses’ knowledge, attitude, practice and regulation regarding their scope of practice: A literature review

Feringa, M. M.; Swardt, Hester C. de; Havenga, Yolanda

doi:10.1016/j.ijans.2018.04.001

Cited by 21 publications

(23 citation statements)

References 48 publications

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“…This was not found in our study of rural and remote nurses, where close to 85% noted that they practiced within and almost 10% reported working beyond their legislated scope. While working below scope has been related to inefficiencies and dissatisfaction (e.g., Oelke et al 2008), working beyond scope has been linked to compromised practice and nursing stress (Feringa et al 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Critical decisions are often made with limited support from other healthcare professionals, which may pressure nurses to act beyond their licensed scope (Hunsberger et al 2009). Although it is anticipated that nurses will work within their scope of practice, it is acknowledged that nurses regularly work within, below and beyond their legislated scope of practice (Feringa et al 2018).…”

Section: Introductionmentioning

confidence: 99%

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Rural and Remote Registered Nurses' Perception of Working Beyond Their Legislated Scope of Practice

MacLeod¹,

Stewart²,

Kosteniuk³

et al. 2019

cjnl

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Rural and Remote Registered Nurses' Perception of Working Beyond Their Legislated Scope of Practice

MacLeod¹,

Stewart²,

Kosteniuk³

et al. 2019

cjnl

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“…With the evolving and expansion scopes of nurses working in the General Practice setting of the PHC, CAT developed need to be aligned with the expanded scope of practices (SoP) and consistent with the actual regulated practices. Reviewed of literature evident that nurses practices either below or beyond their SoP that cause either loss of or inadequate skills that eventually will compromise nursing practices in the General Practice setting of the PHC (Feringa, De Swardt, & Havenga, 2018). Hence, this study is signi cant in various ways: 1) consideration of development of a credible and reliable CAT that is appropriate and able to accurately assess competencies of CHNs working at the General Practice setting in the PHC; 2) in a longer term, this study can informed development of similar standardized CAT for assessing core competency standards of nurses in many different clinical setting in Brunei.…”

Section: Signi Cance Of the Studymentioning

confidence: 99%

Competency Assessment for Community Health Nurses:A Focus Group Expert Panel Discussion

Kisut¹,

Sulaiman²,

Rahman

et al. 2021

Preprint

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Background: General Practice setting in the Primary Health Care Services are the utmost visited by the public. It is important that the nurses’ competencies in this area be assessed to ensure provision of safe and quality services.Aim/objective: To explore perceptions and experiences of competencies assessment tool for community health nurses working at the General Practice setting in the Primary Health Care Services.Methods: An exploratory qualitative study utilizing focus group discussions were conducted on purposive sample of 12 officers with expertise in competency assessment and community health nursing from higher nursing education institutions, the Nursing Training and Development Centre, the Nursing Board and the Community Health Nursing Services in Brunei Darussalam. The existing competencies assessment tool was revised, the participants were divided into two groups of expert panel review team and two focus group discussions were held with each team. The focus group discussions encompassed components and methods of assessment; methods of grading; and overall organization and structure of the revised competency assessment tool. Findings: Four themes emerged: 1) International equivalent core competencies components; 2) Multi-methods approach to assessment; 3) Definitive guidelines as framework for assessment; and 4) Understanding and acceptability of the competency assessment tool. Conclusions/Implications to practice: The expert panel reviews provide practical input that were inculcated in the preliminary developed competencies assessment tool. Identification of eligible assessors were recommended based on standardized criteria, and socialization and training held to set direction and guidance for implementing the utilization of the competencies assessment tool. Further studies are deemed important to critically evaluate and validate the preliminary competencies assessment tool for development of a more robust assessment instrument.

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“…Often nurses practise beneath their scope. Conversely in some countries, concerns about practice beyond legal protections are documented (Feringa et al, 2018). The full scope of practice is poorly defined, and many nurses cannot articulate what constitutes practising to full or optimal scope in their practice (Feringa et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Development and validation of an instrument to measure scope of practice in school nurses

White

Davis

Maughan

2021

Journal of Advanced Nursing

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AimsThe aim of the study was to develop and psychometrically test a new instrument to measure the scope of school nursing practice.DesignMethodological study.MethodsData were collected in Spring 2018. Frontline school nurses in the United States (N = 3099) completed the 39‐item Scope of School Nursing Practice Tool (SSNPT) with two domains (current practice and importance to practice). One half of sample data (N1 = 1521) were used for exploratory factor analysis, item analysis, Cronbach's alpha, and Spearman–Brown to estimate validity and reliability of the instrument. Sample data from the other half (N2 = 1578) were retained for future analysis.ResultsFactor analysis resulted in a stable four‐dimension solution: (A) Using the Nursing Process; (B) Applying Evidence to Improve Practice; (C) Connecting with Community; and (D) Leveraging the School and Family Team, accounting for 50.48% (current practice) and 53.31% (importance to practice) of total variance. Cronbach's alpha and Spearman–Brown ranged from .73 to .90 and .73 to .92, respectively. Item–total correlations ranged from .36 to .82.ConclusionInitial psychometric properties indicate the new SSNPT is valid and reliable to assess the scope of practice of frontline school nurses.ImpactSchool nurses play a key role in population health and frequently serve as the sole provider of healthcare in schools worldwide. However, variability in school nursing practice affects the health, safety and educational outcomes of children and youth. No instrument exists that measures the scope of practice of school nurses. Frontline school nurses can use the SSNPT to assess practice, school nurse administrators can use the tool for resource utilization and school nurse researchers can use the tool to examine school nursing practices’ impact on student/community health and academic outcomes. The SSNPT may provide a template for others who wish to examine specialty nursing scope of practice.

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Registered nurses’ knowledge, attitude, practice and regulation regarding their scope of practice: A literature review

Cited by 21 publications

References 48 publications

Rural and Remote Registered Nurses' Perception of Working Beyond Their Legislated Scope of Practice

Rural and Remote Registered Nurses' Perception of Working Beyond Their Legislated Scope of Practice

Competency Assessment for Community Health Nurses:A Focus Group Expert Panel Discussion

Development and validation of an instrument to measure scope of practice in school nurses

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