Rn technical manual

School Supports. School Health Services. Chapter 1 Standards of Practice. Chapter 2 Care Coordination. Chapter 4 Leadership.

Chapter 5 Quality Improvement. Comments Providing care based on professional knowledge and skills includes the ability to collaborate with other healthcare professionals, develop intrapersonal relationships, educate and instruct, manage nursing care, ensure safety and quality of nursing and expand the capacity of nursing. Thus, nursing competency attributes include a wide variety of abilities, and nursing competency can be referred to as performance traits explicitly demonstrated by a competent nurse who possesses these abilities.

In order to make nursing competency measurable, since it is a holistic and integrated concept, many researchers seek to identify its main components. Matsutani et al. The present review produced a definition of nursing competency that included the ability to integrate knowledge and skills under particular situations or settings and traits that included core abilities necessary for ethical and effective nursing practice.

Nursing competency is a holistic and integrated concept, which is constructed from complex activities. It is defined as a performance competency, which meets the standards expected from potential competencies. In addition, Matsutani et al. This schematization of nursing competency is very useful. Nakayama et al. They examined conceptual definitions and nursing competency frameworks through literature review of domestic and foreign articles and subsequently developed a competency structure with four concepts and 13 competencies.

Further, Nakayama et al. Takase and Teraoka 6 conducted a concept analysis of nursing competency through a literature review of foreign articles published between and They then developed a scale based on the resultant definitions and attributes of nursing competency and presented the components of this scale.

In addition, Takase and Teraoka 6 developed the Holistic Nursing Competence Scale HNCS based on the definitions and attributes of nursing competency that are mentioned above, which consisted of 36 items with a five-factor structure that were retained to form the HNCS. This scale consists of 36 items and allows for the easy administration of periodic clinical nursing competency evaluations. The attributes of nursing competency identified through concept analysis are reflected onto the scale items without deviation from their original meanings.

Therefore, HNCS can be considered as a holistic scale. Since this scale holds high reliability and validity, it is believed to be useful for clinical application. This index is designed to be used in any nursing practice setting, and thus its use is not limited to the facilities with which individual nurses are affiliated.

It enables nurses to assess their own competency levels for self-improvement and can also be used for staff development. These four abilities are closely related and utilized in all types of nursing practice settings. As shown previously, nursing competency has various definitions, and different components have been indicated. Therefore, future studies are needed to clarify the relationships that exist among the components that support each nursing competency and in what order each element is acquired.

Furthermore, it is important to develop nursing competency training methods, evaluate their effectiveness and conduct further research, which contributes to improving nursing quality. A study was conducted on the competency characteristics of nurses with 1 year of experience using the CNCSS. They had acquired an ability to provide care that addressed individual health needs, including making appropriate clinical judgments, implementing planned nursing care, and evaluating outcomes.

The ability that displayed the most improvement was care coordination, which involves practicing nursing as part of a team. Although improvements were seen in some of the nursing competency attributes during the fifth year of clinical experience, competencies in other areas were still low and required improvement even after the sixth year of experience. Tsuji et al. In other words, nurses with 5—10 years of clinical experience showed almost no correlation between the years of experience and nursing competency scores.

There were considerable differences among competency levels of these mid-level nurses, suggesting that there were nurses who strove for steady improvement of competency and ones who did not. Many studies use self-administered questionnaires for evaluating nursing competency.

However, Kudo et al. Abilities reported, but not included in the evaluation scale, involved the ability to respond, adjust, anticipate, and solve problems.

That is, management expected these nurses to possess abilities to interpret situations, take action, and produce favorable outcomes. Many studies on nursing competency evaluation have focused on nurses with 1—5 years of experience, and little is known about competency development in mid-level nurses.

On the other hand, the number of studies that focus on components of nursing competency is slowly increasing. Studies involving relationships among nursing competencies include relationships with critical thinking skills, 20 sense of coherence and spirituality, 21 development of social skills,22 and learning behaviors. In all studies, nursing competency is referred to as an ability, which is a complex integration of knowledge including professional judgment, skills, values, and attitudes.

These studies also investigated factors related to competency development. Further research should focus on identifying factors that affect nursing competency, which will help achieve insight into methods of training for nursing competency.

Many studies on nursing competency training methods have focused on basic nursing education, 26 — 28 and little has been studied on clinical nurses. For clinical competency training methods for students, scenario simulation, roleplay and objective structured clinical examinations are often used.

However, these methods view nursing competency from a behaviorist point of view, and the major focus is on performance in many clinical settings. Problem-based learning tutorial training is a well-known method where students work in small groups, present a nursing scenario with a problem and situation, create their own learning tasks and engage in active learning.

This method involves student-centered learning; instead of active teaching, lessons that encourage active learning are crucial for training thinking skills. Therefore, future studies are needed to identify components of nursing competency and test each training method to verify which method is effective for training each competency.

Clinical nursing practice is providing patient-centered care to achieve certain objectives. Nurses provide everyday care in fast-changing clinical settings using abilities acquired through knowledge and skill acquisition processes. An important aspect connecting knowledge and skills is clinical judgment. This reflection is a component of clinical judgment. In other words, effective reflection is closely related to nursing competency improvement.

Nursing practice, by itself, is crucial for competency improvement. Needless to say, nursing practice is situation-dependent. To reflect on a particular clinical situation, it is important to understand the background of that situation. Once a nurse determines and shares the direction of the nursing care with the person receiving the care and explains the reasons and anticipated outcomes, reflection becomes a factor for competency improvement.

Clinical judgment training through reflection is important for improving nursing competency; however, reflection by itself does not improve all competencies. Nursing competency includes a variety of components, such as knowledge, skills, attitudes, thinking ability and values; therefore, nursing competency training should incorporate various educational programs.

To train all areas of nursing competency, it is necessary to understand the attributes and components of these nursing competencies as parts of the clinical ladder and develop training methods that address the order of competency acquisition.

Moreover, in addition to evaluating nursing competency, further discussions and research are needed to examine the outcomes of competency improvement. PART: 3. REV: F. User's Manual ACS REV: A.

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