Multicentre implementation of a nursing competency framework at a provincial scale: A qualitative description of facilitators and barriers.
Rationale: Nurses are responsible for engaging in continuing professional development throughout their careers. This implies that they use tools such as competency frameworks to assess their level of development, identify their learning needs, and plan actions to achieve their learning goals. Althou...
| Publicado en: | Journal of Evaluation in Clinical Practice Vol. 29; no. 2; pp. 263 - 272 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161862932&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161862932 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561294 EV1 jtl: Journal of Evaluation in Clinical Practice issn: 13561294 maglogo: Y pubinfo: dt: Mar2023 vid: 29 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 161862932 159069120 161862932 161862932 10.1111/jep.13760 161862932 ppf: 263 ppct: 9 formats: tig: atl: Multicentre implementation of a nursing competency framework at a provincial scale: A qualitative description of facilitators and barriers. aug: au: Lavoie, Patrick Boyer, Louise Pepin, Jacinthe Déry, Johanne Lavoie‐Tremblay, Mélanie Paquet, Maxime Bolduc, Jolianne affil: Faculty of Nursing, Université de Montréal, Montreal Québec,, Canada sug: subj: Implementation Science Nursing Skills Evaluation Competency Assessment Conceptual Framework Human Funding Source Multicenter Studies Qualitative Studies Quebec Nursing Practice, Evidence-Based Self Assessment Descriptive Research Interviews Thematic Analysis Education, Competency-Based Education, Nursing Professional Development Lifelong Learning ab: Rationale: Nurses are responsible for engaging in continuing professional development throughout their careers. This implies that they use tools such as competency frameworks to assess their level of development, identify their learning needs, and plan actions to achieve their learning goals. Although multiple competency frameworks and guidelines for their development have been proposed, the literature on their implementation in clinical settings is sparser. If the complexity of practice creates a need for context‐sensitive competency frameworks, their implementation may also be subject to various facilitators and barriers. Aims and Objectives: To document the facilitators and barriers to implementing a nursing competency framework on a provincial scale. Methods: This multicentre study was part of a provincial project to implement a nursing competency framework in Quebec, Canada, using a three‐step process based on evidence from implementation science. Nurses' participation consisted in the self‐assessment of their competencies using the framework. For this qualitative descriptive study, 58 stakeholders from 12 organizations involved in the first wave of implementation participated in group interviews to discuss their experience with the implementation process and their perceptions of facilitators and barriers. Data were subjected to thematic analysis. Results: Analysis of the data yielded five themes: finding the 'right unit' despite an unfavourable context; taking and protecting time for self‐assessment; creating value around competency assessment; bringing the project as close to the nurses as possible; making the framework accessible. Conclusion: This study was one of the first to document the large‐scale, multi‐site implementation of a nursing competency framework in clinical settings. This project represented a unique challenge because it involved two crucial changes: adopting a competency‐based approach focused on educational outcomes and accountability to the public and valorizing a learning culture where nurses become active stakeholders in their continuing professional development. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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