The AONE Nurse Executive Competencies: 12 Years Later

Waxman, KT; Roussel, Linda; Herrin-Griffith, Donna; D'Alfonso, Jim

doi:10.1016/j.mnl.2016.11.012

Cited by 23 publications

(19 citation statements)

References 6 publications

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“…The experts agreed that competencies should be developed at "competent" (this was considered to have been reached when there is a strong demonstration of competency), "very competent" (level reached when there is a significant demonstration of competency) and "expert" level (level reached when it demonstrates the behavior of the competency model). This proposal is in agreement with AONE, who use the levels competent, proficient and expert for the development of competencies, emphasizing how these levels are reached through master's degree studies or a Ph.D. [62,63]. In contrast, in other studies such as "Nurse manager competencies", the focus is on the degree to which the competencies contribute to the nurse manager's work (minimally, moderately, significantly and essentially) [48].…”

Section: Discussionmentioning

confidence: 99%

Nurse Manager Core Competencies: A Proposal in the Spanish Health System

García

Pinto‐Carral

Villorejo

et al. 2020

IJERPH

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Nurses who are capable of developing their competencies appropriately in the field of management are considered fundamental to the sustainability and improvement of health outcomes. These core competencies are the critical competencies to be developed in specific areas. There are different core competencies for nurse managers, but none in the Spanish health system. The objective of this research is to identify the core competencies needed for nurse managers in the Spanish health system. The research was carried out using the Delphi method to reach a consensus on the core competencies and a Principal Component Analysis (PCA) to determine construct validity, reducing the dimensionality of a dataset by finding the causes of variability in the set and organizing them by importance. A panel of 50 experts in management and healthcare engaged in a four-round Delphi study with Likert scored surveys. We identified eight core competencies from an initial list of 51: decision making, relationship management, communication skills, listening, Leadership, conflict management, ethical principles, collaboration and team management skills. PCA indicated the structural validity of the core competencies by saturation into three components (α Cronbach >0.613): communication, leadership and decision making. The research shows that eight competencies must be developed by the nursing managers in the Spanish health system. Nurse managers can use these core competencies as criteria to develop and plan their professional career. These core competencies can serve as a guideline for the design of nurse managers’ development programs in Spain.

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Section: Discussionmentioning

confidence: 99%

Nurse Manager Core Competencies: A Proposal in the Spanish Health System

García

Pinto‐Carral

Villorejo

et al. 2020

IJERPH

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“…There is substantial evidence to underscore the importance of strong nursing leadership to advance EBP (Birken et al, 2016; Melnyk & Fineout‐Overholt, 2019; Mosson, Hasson, Wallin, & Von Thielel Schwarz, 2017; Shuman et al, 2018), yet specific direction regarding the implementation of these EBPs for nurse leaders is often sparse (Valimaki, Partanen, & Häggman‐Laitila, 2018). Core competencies of nurse leaders working to advance EBP include communication and relationship‐building, evidence‐informed practice, knowledge of the practice environment, and knowledge and experience leading change initiatives (Waxman, Roussel, Herrin‐Griffith, & D'Alfonso, 2017). As enrollment in DNP programs continues to rapidly increase (AACN, 2020), integrating implementation science knowledge and skills into DNP programs would prepare these future nurse leaders to apply an evidence‐informed approach to EBP implementation when leading clinical teams across health systems.…”

Section: Dnp‐educational Preparation and Expertisementioning

confidence: 99%

Advancing Evidence‐Based Practice Through Implementation Science: Critical Contributions of Doctor of Nursing Practice‐ and Doctor of Philosophy‐Prepared Nurses

McNett

Masciola

Sievert

et al. 2021

Worldviews Ev Based Nurs

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PurposeDescribe the evolution of implementation science and the roles and potential collaborations of doctorally prepared nurses to advance implementation science in practice settings.MethodsReview of academic preparation and areas of expertise for doctorally prepared nurses as it relates to implementation science and evidence‐based practice (EBP).FindingsThere have been substantial gains in the number of academic programs in healthcare that include content on EBP, resulting in healthcare teams that are motivated to align practices with best evidence. Unfortunately, many EBP initiatives stall during early stages of implementation, resulting in fragmented practices and persistent gaps between evidence and practice. Implementation science aims to bridge this gap and provides a structured, science‐based approach to implementation. Few healthcare teams are familiar with implementation science, and many do not incorporate knowledge from the field when implementing EBPs. Doctorally prepared nurses are in a unique position to serve as leaders in EBP implementation due to the breadth and depth of academic preparation and their pivotal roles across practice settings.ConclusionsCollaboratively aligning existing strengths of PhD and DNP prepared nurses with knowledge of implementation science can advance implementation of EBP across practice settings to effectively incorporate and sustain meaningful change to improve outcomes.Linking Evidence to Action sectionDoctorally prepared nurses are in a unique position to advance and apply the science of implementation in practice settings. Nurse scientists can generate evidence on effective strategies and outcomes among healthcare teams to successfully integrate evidence based practices into routine care. Nurse leaders and educators can apply these findings and use an implementation science approach when leading clinical teams in evidence‐based practice changes.

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“…Agreement was reached for the following levels: “competent” levels (this level is achieved when there is a robust demonstration of competency), “very competent” (this level is considered to be achieved when there is a meaningful demonstration of competency) and “expert” (this level is considered to be achieved when the knowledge and skills of the competency model are demonstrated). This proposal coincides with that of AONE, which uses the levels of competent, proficient and expert for the development of competencies, highlighting how these levels are achieved by means of a master’s degree or PhD studies [ 57 , 58 ]. For the assessment of its relevance, we must highlight that the studies carried out by Chase [ 40 ] are different in some ways compared to our research, in that the levels of development of the competencies are not indicated, centering on the degree (minimally, moderately, significantly and essentially for management) to which they contribute to the role of a nursing manager.…”

Section: Discussionmentioning

confidence: 62%

Competency Model for the Middle Nurse Manager (MCGE-Logistic Level)

González–García

Pinto‐Carral

Villorejo

et al. 2021

IJERPH

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Healthcare systems are immersed in transformative processes, influenced by economic changes, together with social and health instability. The middle nurse manager plays a fundamental role, since he or she is responsible for translating the strategic vision, values and objectives of the organization. The objective of this study was to propose the model of competencies to be developed by the middle nurse manager in the Spanish healthcare system. Our methodology consisted in the application of the Delphi method in order to reach an agreement on the necessary competencies, and principal component analysis (PCA) was used to determine the construct validity, reducing the dimensionality of the set of data. Fifty-one competencies were identified for the definition of the model, highlighting decision-making, leadership and communication. The PCA pointed out the structural validity of the proposed model through the saturation of the main components (α Cronbach > 0.631). The results show the model of competencies which the middle nurse manager in the Spanish healthcare system must develop. Middle nurse managers may use these as criteria to plan their professional strategies in the context of management. This model of competencies can be applied to establishing selection processes or training programs for the role of middle nurse manager.

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The AONE Nurse Executive Competencies: 12 Years Later

Cited by 23 publications

References 6 publications

Nurse Manager Core Competencies: A Proposal in the Spanish Health System

Nurse Manager Core Competencies: A Proposal in the Spanish Health System

Advancing Evidence‐Based Practice Through Implementation Science: Critical Contributions of Doctor of Nursing Practice‐ and Doctor of Philosophy‐Prepared Nurses

Competency Model for the Middle Nurse Manager (MCGE-Logistic Level)

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