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Nurses', midwives' and key stakeholders' experiences and perceptions on requirements to demonstrate the maintenance of professional competence
Author(s) -
Casey Mary,
Cooney Adeline,
O' Connell Rhona,
Hegarty JosephineMary,
Brady AnneMarie,
O' Reilly Pauline,
Kennedy Catriona,
Heffernan Elizabeth,
Fealy Gerard,
McNamara Martin,
O' Connor Laserina
Publication year - 2017
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/jan.13171
Subject(s) - competence (human resources) , focus group , nursing , medicine , professional development , qualitative research , medical education , psychology , business , sociology , social psychology , social science , marketing
Aim To present the qualitative findings from a study on the development of scheme(s) to give evidence of maintenance of professional competence for nurses and midwives. Background Key issues in maintenance of professional competence include notions of self‐ assessment, verification of engagement and practice hours, provision of an evidential record, the role of the employer and articulation of possible consequences for non‐adherence with the requirements. Schemes to demonstrate the maintenance of professional competence have application to nurses, midwives and regulatory bodies and healthcare employers worldwide. Design A mixed methods approach was used. This included an online survey of nurses and midwives and focus groups with nurses and midwives and other key stakeholders. The qualitative data are reported in this study. Methods Focus groups were conducted among a purposive sample of nurses, midwives and key stakeholders from January–May 2015. A total of 13 focus groups with 91 participants contributed to the study. Findings Four major themes were identified: Definitions and Characteristics of Competence; Continuing Professional Development and Demonstrating Competence; Assessment of Competence; The Nursing and Midwifery Board of Ireland and employers as regulators and enablers of maintaining professional competence. Conclusion Competence incorporates knowledge, skills, attitudes, professionalism, application of evidence and translating learning into practice. It is specific to the nurse's/midwife's role, organizational needs, patient's needs and the individual nurse's/midwife's learning needs. Competencies develop over time and change as nurses and midwives work in different practice areas. Thus, role‐specific competence is linked to recent engagement in practice.