COMPETENCIES FOR THE NEW SAUDI NURSE GRADUATE KFSH & RC (Riyadh) March 2004 COMPETENCIES FOR THE NEW...
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Transcript of COMPETENCIES FOR THE NEW SAUDI NURSE GRADUATE KFSH & RC (Riyadh) March 2004 COMPETENCIES FOR THE NEW...
COMPETENCIES FOR THE NEW COMPETENCIES FOR THE NEW SAUDI NURSE GRADUATESAUDI NURSE GRADUATE
Dr Thelma D. van der Merwe
KFSH & RC (Riyadh)KFSH & RC (Riyadh)March 2004March 2004
GUIDING QUESTION
What should the competencies of the new Saudi Nurse Graduate be and
Can it be implemented in a Performance Appraisal instrument?
OBJECTIVESOBJECTIVES
To define competence
To briefly analyse the relationship between regulation and competence
To analyse the International Council for Nurses (ICN) framework
To give a brief overview of the competencies required of a new graduate nurse (RN Association of British Columbia)
Analyse the performance appraisal instrument according to the above
DEFINITIONDEFINITION
ICN, 1997….. a level of performance
demonstrating
the effective application of
knowledge, skill and judgement.
PROFESSIONAL REGULATIONPROFESSIONAL REGULATION
Regulation: protect publicUnqualified workers: * not member of Nursing Board or * nurse without current/relevant knowledgeFor licensure nurse to be competent Competence = a comprehensive approach/structure
ICN FRAMEWORK FOR ICN FRAMEWORK FOR COMPETENCIESCOMPETENCIES
1. Professional, ethical, legal practice
2. Care provision and management
3. Professional development
ICN FRAMEWORK- ICN FRAMEWORK- 1. Professional, Ethical, Legal 1. Professional, Ethical, Legal
PracticePractice
1.1 ProfessionalAccountability:
Five levels* self, patient, employer, legal systems & * Professional Nursing BoardPre-conditions* ability/competence – knowledge, skills, values
attitudes* responsibility* authority ……… accountability
ICN FRAMEWORK –ICN FRAMEWORK –1.2 Ethical Practice1.2 Ethical Practice
Code of Ethics
Ethical decision making general/ specific conditions (war, disasters, violence)
Advocacy: human rights
Confidentiality: written/verbal
Patient’s rights
Unsafe practice and acts
Culturally sensitive care
Own value system
ICN FRAMEWORK –ICN FRAMEWORK –1.3 Legal Practice1.3 Legal Practice
Relevant legislation
Local & national policies and procedures
Acts upon violations of law and ethics
ICN FRAMEWORK – ICN FRAMEWORK – 2. Care provision & Management2. Care provision & Management
Key principles
Care provision
Care management
ICN FRAMEWORK- ICN FRAMEWORK- 2.1 Key Principles: Care Provision & 2.1 Key Principles: Care Provision &
ManagementManagement
Knowledge and skillsResearch findings & evidence Critical thinking & problem solving skillsPrioritise workloadObjective/subjective dataAdvocateRationale for nursingResource personDisaster planning
ICN FRAMEWORK- ICN FRAMEWORK- 2.2 Care Provision:Promotion of Health2.2 Care Provision:Promotion of Health
National health & social policiesCollaborationHolistic Health promotion & illness preventionEmpowerRelevant health informationTraditional healingHealth education & evaluation
ICN FRAMEWORK- ICN FRAMEWORK- 2.2 Care Provision: Plan of Care2.2 Care Provision: Plan of Care
Assessment
Planning
Implementation
Evaluation
ICN FRAMEWORK- ICN FRAMEWORK- Care Provision:Care Provision:Communication & Interpersonal RelationshipsCommunication & Interpersonal Relationships
Develops & ends therapeutic relationships
Communicates verbal, written, electronic
Responds appropriately to questions/ problems
Empower all
Uses information technology
ICN FRAMEWORK- ICN FRAMEWORK- 2.3 Care Management2.3 Care Management
Safe environment
Interproffessional health care
Delegation & supervision
ICN FRAMEWORK-ICN FRAMEWORK-3. Professional Development3. Professional Development
Professional enhancement
Quality improvement
Continuing education
RNABC’s GENERIC ENTRY-LEVEL RNABC’s GENERIC ENTRY-LEVEL COMPETENCIES COMPETENCIES
Provides competent, professional care Professional & ethical framework Self development Research Role models
Serves the public & nursing profession Regulation Nursing Association/Organisation Population health needs
RNABC’s GENERIC ENTRY-LEVEL RNABC’s GENERIC ENTRY-LEVEL COMPETENCIES cont…COMPETENCIES cont…
Performs & refines client assessments Standardised tools Consults Comprehensive & holistic approach Collaborates Anticipates potential problems
• Develops client-focused plans of care Clinical judgements Stable/unstable patients Appropriate technology Develop plans of care
RNABC’s GENERIC ENTRY-RNABC’s GENERIC ENTRY-LEVEL COMPETENCIES cont…LEVEL COMPETENCIES cont…
Intervenes put theory into practice Evidence-based knowledge Theory based Interventions for stable/unstable patients – simple,
complex, specialised Creative, innovative interventions Multiple interventions, negotiates with patient, makes
formal referrals, includes family Relationships, cognitive behaviour, support groups Comprehensive approach Technology – safe & effective Potentially unsafe situations & provides support Changing situations
RNABC’s GENERIC ENTRY-LEVEL RNABC’s GENERIC ENTRY-LEVEL COMPETENCIES cont…COMPETENCIES cont…
Intervenes: Communicates Social & professional interaction Holistic caring environment Partnerships with stable/unstable patients families Variety of communication methods Information, respecting patient confidentiality
• Intervenes: Teaches, verifies learning General health related information Individualizes information Appropriate media & learning strategies Assesses patients needs
RNABC’s GENERIC ENTRY-LEVEL RNABC’s GENERIC ENTRY-LEVEL COMPETENCIES cont…COMPETENCIES cont…
Evaluates client progress Status of stable/unstable patients Evaluates & verifies findings Modifies & individualises learning plan
• Organises care delivery for self & team Organisational culture Workload – effective time management Basic computer skills Record keeping, physical resources, QA & QI Workloads to & of others Actions in emergency situations Accountability for delegated decisions Unsafe situations for team members
RNABC’s GENERIC ENTRY-LEVEL RNABC’s GENERIC ENTRY-LEVEL COMPETENCIES cont…COMPETENCIES cont…
Practices collaboratively in health system Interdisciplinary team Partnerships, supports other team members Own values/ norms Impact of change Team problem solving/ decision making/ collaboration in
nursing practice Conflict resolution Nursing knowledge Constructive feedback Established communication protocols Community related health care sectors
PERFORMANCE APPRAISAL PERFORMANCE APPRAISAL CRITERIA/INDICATORS FOR SAUDI CRITERIA/INDICATORS FOR SAUDI
NEW GRADUATESNEW GRADUATES
Definition: New Graduate a Saudi Nurse with New Graduate a Saudi Nurse with less than 2 years clinical experienceless than 2 years clinical experience10 standards from RNABC (2000)
Criteria adapted for Saudi needsAll criteria to a 5 rating:
3 rating = can perform basic nursing 4 rating = 3 rating & some added nursing
actions 5 rating = 3 & 4 rating & some added
nursing actions
CHRONOLOGICAL PRIORITIES OF 10 CHRONOLOGICAL PRIORITIES OF 10 STANDARDSSTANDARDS
RNABCRNABC SAUDI NEW GRAD SAUDI NEW GRAD1. Competent, professional 1. Performs/refines patient
care assessments
2. Serves public & nursing 2. Develops patient care professionplans
3. Performs/refines assess- 3. Intervenes: uses theory ments for decision making
4. Develops client care plans 4. Intervenes: Patient Communication
5. Theory into action 5. Intervenes: Patient teaching
CHRONOLOGICAL PRIORITIES OF 10 CHRONOLOGICAL PRIORITIES OF 10 STANDARDS cont…STANDARDS cont…
RNABCRNABC SAUDI NEW GRAD SAUDI NEW GRAD6. Intervenes: Patient 6. Evaluates patient progress
Communication
7. Intervenes: Patient 7. Organises care for self and teaching participates in others
8. Evaluates client progress 8. Collaborative practice
9. Organises care for self and 9. Functions in ethical, legal participates in others system
10. Collaborative practice 10. Serves public & Nursing Profession
IMPLEMENTATION OF PERFORMANCE IMPLEMENTATION OF PERFORMANCE APPRAISAL INSTRUMENTAPPRAISAL INSTRUMENT
Validation: ICN (2003) Framework RNABC (2000) Competencies Sent out to Head Nurses – minimal to no changes
• ReliabilityPilot study done on 3 New Graduates
• Recommendations Test it out on a bigger numberActive education with implementation
SUMMARYSUMMARY
Social agreement to the publicEssential for new graduate nurses to become competent Proactive framework is proposed by the ICNBasic competencies have been identified according to RNABC (2000) and adjusted for the Saudi New Graduate Should be tested in other health care organisations in Saudi Arabia
Shukran!!
ACKNOWLEDGEMENTACKNOWLEDGEMENT
The organising committee of the Saudi German The organising committee of the Saudi German Hospital for inviting me and accepting my paperHospital for inviting me and accepting my paper
The Saudi Nurse Graduates who inspired me to do this The Saudi Nurse Graduates who inspired me to do this work so that one day they can take over from us and work so that one day they can take over from us and role model our workrole model our work
The Task Force at KFSH&RC who believed I can do the The Task Force at KFSH&RC who believed I can do the job on my ownjob on my own
Mollie Butler for providing me with the RNABC Mollie Butler for providing me with the RNABC informationinformation Shukran!!!