The emergence of competency standards for specialist critical care nurses

Underwood, Marianne; Robertson, Sally; Clark, Robyn; Crowder, Kerrie; Dunn, Sandra; Lawson, Di; Herewane, Deb; Valentine, Teresa; Walker, Nicky; Wilson-Row, Christine

doi:10.1016/s1036-7314(96)70355-7

Cited by 11 publications

(4 citation statements)

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“…Practice analysis involved methods such as (a) functional analysis (Bench et al 2003; Palermo et al 2016), (b) analysis of administrative data (Dressler et al 2006; Stucky et al 2010), (c) direct observation of practice (Dewing and Traynor 2005; Underwood et al 1996), (d) critical incident technique (CIT) (Dunn et al 2000; Lewis et al 2010), (e) review of position descriptions (Akbar et al 2005; Fidler 1997), and (f) task or role analysis (Cattini 1999; Chang et al 2013). Dressler et al (2006) identified commonly encountered conditions in billing data, while Stucky et al (2010) and Shaughnessy et al (2013) identified commonly recorded diagnostic codes to inform the development of competency frameworks.…”

Section: Resultsmentioning

confidence: 99%

“…Dressler et al (2006) identified commonly encountered conditions in billing data, while Stucky et al (2010) and Shaughnessy et al (2013) identified commonly recorded diagnostic codes to inform the development of competency frameworks. Dunn et al (2000), Underwood et al (1996), and Dewing and Traynor (2005) observed practice in-person, while Patterson et al (2000) observed video recorded interactions to develop an understanding of practice. Practice analyses were used to inform the initial list of competencies (Dressler et al 2006; Fidler 1997), as a means of capturing the complexity of practice in context (Dunn et al 2000; Underwood et al 1996), to triangulate data from other methods (Lewis et al 2010; McCarthy and Fitzpatrick 2009), and as a means of validating frameworks (Carrington et al 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Dunn et al (2000), Underwood et al (1996), and Dewing and Traynor (2005) observed practice in-person, while Patterson et al (2000) observed video recorded interactions to develop an understanding of practice. Practice analyses were used to inform the initial list of competencies (Dressler et al 2006; Fidler 1997), as a means of capturing the complexity of practice in context (Dunn et al 2000; Underwood et al 1996), to triangulate data from other methods (Lewis et al 2010; McCarthy and Fitzpatrick 2009), and as a means of validating frameworks (Carrington et al 2011). Timeframes of data collection also varied significantly, and were not always reported.…”

Section: Resultsmentioning

confidence: 99%

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The development of competency frameworks in healthcare professions: a scoping review

Batt

Tavares

Williams³

2019

Preprint

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BackgroundCompetency frameworks serve various roles including outlining characteristics of a competent workforce, facilitating mobility, and analysing or assessing expertise. Given these roles and their relevance in the health professions, we sought to understand the methods and strategies used in the development of existing competency frameworks. MethodsWe applied the Arksey and O'Malley framework to undertake this scoping review. We searched six electronic databases (MEDLINE, CINAHL, PsycINFO, EMBASE, Scopus, and ERIC) and three grey literature sources (greylit.org, Trove and Google Scholar) using keywords related to competency frameworks. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency framework in a healthcare profession. Two reviewers independently extracted data including study characteristics. Data synthesis was both quantitative and qualitative. ResultsAmong 5,710 citations, we selected 190 for analysis. The majority of studies were conducted in medicine and nursing professions. Literature reviews and group techniques were conducted in 116 studies each (61%), and 85 (45%) outlined some form of stakeholder deliberation. We observed a significant degree of diversity in methodological strategies, inconsistent adherence to existing guidance on the selection of methods, who was involved, and based on the variation we observed in timeframes, combination, function, application and reporting of methods and strategies, there is no apparent gold standard or standardised approach to competency framework development. ConclusionsWe observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimise uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.All rights reserved. No reuse allowed without permission. not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The development of competency frameworks in healthcare professions: a scoping review

Batt

Tavares

Williams³

2019

Preprint

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“…5 The literature contains examples of the development of competency frameworks that have been designed for use with all levels of patients as defined by ''Comprehensive Critical Care'' 5 and could be used in all geographical locations including general ward areas, high dependency and intensive care units. [23][24][25][26][27][28] Utilising a competency based framework performance criteria can be identified for patients at levels 0, 1, 2, and 3 (table 1).…”

Section: Pre-qualifying Nursing Educationmentioning

confidence: 99%

Healthcare reforms: implications for the education and training of acute and critical care nurses

Glen¹

2004

Postgraduate Medical Journal

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This paper offers a wide ranging analysis of the drivers that resulted in scrutiny of medical, nursing, and healthcare professional roles. It suggests that what is needed is a coherent vision of the future shape of the health workforce. This requires moving beyond the presumption that reforming working practices primarily involves "delegating doctors" responsibilities to nurses. The paper argues that it is self evident that the implications of changes in healthcare roles and the ability of existing professionals to function effectively in the future will require education, training, and human resource investment supportive of the changes. It suggests a clear definition of competence and a national standard to practice is essential for nurses working in acute and acute critical settings. There should therefore be a correlation between levels of practice, levels of education, and remuneration. Furthermore, education programmes for senior nurses should sit coherently alongside the education programmes required by Modernising Medical Careers. Finally, the realisation of the government’s service and modernisation agenda will require a culture change within higher education institutions, postgraduate deaneries, professional organisations, workforce development confederations, and NHS trusts

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The development of competency frameworks in healthcare professions: a scoping review

Batt

Tavares

Williams

2019

Adv in Health Sci Educ

133

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The emergence of competency standards for specialist critical care nurses

Cited by 11 publications

References 0 publications

The development of competency frameworks in healthcare professions: a scoping review

The development of competency frameworks in healthcare professions: a scoping review

Healthcare reforms: implications for the education and training of acute and critical care nurses

The development of competency frameworks in healthcare professions: a scoping review

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