Competency-Based Training to Create the 21st Century Mental Health Workforce: Strides, Stumbles, and Solutions (original) (raw)
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Competency-based curriculum education in mental health nursing
Open Journal of Nursing, 2013
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The Competency Movement in Psychiatric Education
Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 2017
The principal aim of graduate medical education is to develop competent physicians-outstanding doctors who are able to care for patients with expertise, compassion, and skill. The June 2017 issue of Academic Psychiatry features a set of articles that focus on the critical topic of physician competence. Medical education underwent a major paradigm shift in the early 2000s, from structure-and process-based education, where training is defined by exposure to specific contents for specified periods of time, to competency-based education, where measurable, desired outcomes drive the educational process. Competency may be defined as "a complex set of behaviors built on the components of knowledge, skills, attitudes" and competence as personal ability [1]. Physicians-intraining must ultimately demonstrate competence in the six core competency domains of the Accreditation Council for Graduate Medical Education (ACGME)-patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and system-based practice. Beyond the definition of these key domains, implementing a competency-based curriculum involves four things: (1) identifying the competency, (2) identifying the competency component and performance level, (3)
Journal of Korean Academy of psychiatric and Mental Health Nursing
Purpose: This study aimed to develop a competency-based educational program for strengthening the competency of psychiatric nurses and evaluate its effects.Methods: The study used a quasi-experimental design. Participants included 64 psychiatric nurses in South Korea: 33 nurses (32 females, 1 male) in the experimental group and 31 nurses (26 females, 5 males) in the control group. A competency-based education program for psychiatric nurses was developed through a literature review and discussion with 12 experts. The program addressed eight topics and provided 24 hours of education over 4 days, for 6 hours each day. The collected data via questionnaires were analyzed statistically.Results: The education program enhanced overall clinical nursing competence and strengthened professional self-growth competence. The management and teaching competencies of both the experimental and the control groups also increased significantly.Conclusion: The findings of this study presented an educatio...
Advancing Clinical Nursing Education in Mental Health: Student Self-Assessment of Clinical Competencies, 2013
F or many decades nursing students worldwide have attributed and measured the quality of their nursing education directly to their clinical experiences. Such claims are consistently stated irrespective of the breadth and depth of their concurrent theoretical nursing education. A study in Norway has indicated that both fi rst-and third-year nursing students perceive theoretical nursing to be unclear and that contact with patients is the most important part of nursing (Granum, 2004). Oftentimes, qualifi ed nurses will also refl ect on their own nursing as clinical experiences. As qualifi ed nurses ourselves, we too have refl ected, remembered, and recounted our own nursing stories in terms of clinical experiences. Qualifi ed nurses in the institutions where we are both employed discuss their nursing experience, and it is obvious that clinical, not theoretical, nursing is brought to the center stage. Irrespective of clinical defi ning the parameters of nursing, nurse educators are acutely aware that nursing education is grounded in theory, and that theory needs to follow in practice. However, are we correct in dismissing the aforementioned claims and stories about what nursing really is, and, as educators, can we be so sure we know how nurses learn in the clinical arena? After all, we still have minimal research that clearly identi-fi es the determinants of effective student clinical learning (Tanner, 2005). We therefore pose two key initial questions:
Competence and competency-based nursing education: finding our way through the issues
Nurse education today, 2014
The language of competence is widely utilized in both the regulation of nursing practice and curricular design in nursing education. The notion of competence defines what it means to be a professional, although it is not the only way of describing nursing practice. Unfortunately, there is much confusion about the concepts of competence, competency, and competency-based education. As well, the notion of competence, despite its global popularity, has flaws. In this paper we will disentangle these terms and critique the use of competence frameworks in nursing education.
A Second Generation of the Competency-Based Approach to Nursing Education
International Journal of Nursing Education Scholarship, 2009
This article describes the renewal of a baccalaureate program in nursing. This new program was developed to respond to new challenges presented to the profession. A completely new approach was adopted, the competency-based approach (CBA), with a constructivist, holistic foundation that we named 'second generation CBA.' The CBA theoretical underpinnings are presented, as well as the structure and the content of the program with a special focus on the teaching and learning strategies. A course on health illustrates the approach. Although no rigorous evaluation has been held, comments from students and teachers were collected during the implementation process. Assessment of students' competency levels remains an important issue.
Clinical Competency in Psychiatric Nursing Students: A Qualitative Study
Journal of Qualitative Research in Health Sciences, 2013
Introduction: Clinical competency in psychiatric nursing education provides the foundation for the development of competency in nursing practice. There are different definitions of clinical competency, but there is no certain definition for it in psychiatric nursing. The purpose of this study was to explore the definition of and method of achieving clinical competency in psychiatric nursing students. Method: In this qualitative study semi-structured interviews were conducted with 16 participants (5 undergraduate senior students in their last term, 2 MSc students in the psychiatric field, 4 faculty members of the Department of Psychiatric Nursing, 3 head nurses, and 2 nurses working in psychiatric wards). In addition, we used two focused group interviews with nursing students. All interviews were recorded and transcribed. The data were analyzed using conventional qualitative content analysis method. Results: During data analysis, four main themes emerged; preparation and familiarization, confrontation, involvement, and competency. Conclusion: Undergraduate nursing students need to pass specific stages before attaining clinical competency as a mental health nurse. Each stage has specific factors that may help the students on their path.
The Function of Competencies in Nursing: A Critical Exploration
2019
Summary: Within the clinical environment competency frameworks have been structured around a minimum standard of practice. A system of generic competencies has the potential to obscure the knowledge and skill of the RN and to blur the boundaries between the scopes of practice between the RN and EN (LPN). Content Outline: Introduction: The demand for more nurses, flexibility within the workforce and a desire to provide for wider opportunities for both nurses and the public has created a push towards assessments that are relevant to the clinical environment. These assessments have the potential to create little difference between the scopes of practice of the enrolled nurse (EN) [LPN] and registered nurse (RN). Clinical competence is associated with what the student is able to achieve in practice and university education is seen as the attainment of scientific knowledge. The disparity between these two areas has created a perception of skill gap which has lead to a widening between th...