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NURSING
COMPETENC
Y PROGRAM
Ahmad Thanin
OBJECTIVES To demonstrate continued competence through
structured program.
To set minimum acceptable clinical performance
criteria.
To ensure that competence of all Nursing staff are
assessed, maintained & demonstrated.
To facilitate continuous performance improvement.
To meet the JCI & Central Board Accreditation
Healthcare Institution (CBAHI) Standards on Staff
Competency.
WHY DO WE
NEED TO
DEVELOP A
COMPETENCY
PROGRAM?
To demonstrate continued competence through a
structured program.
To set a minimum acceptable clinical performance
criteria.
To ensure that competence of all Nursing staff are
assessed, maintained & demonstrated.
To facilitate continuous performance improvement.
To meet the Joint Commission International (JCI) and
Central Board Accreditation of Healthcare Institutions
(CBAHI) Standards on Staff Competency.
DEFINITIONS COMPETENT
• A person performs assigned duties &
responsibilities in job description
correctly.
COMPETENCE
• A combination of skills, knowledge,
attitudes, values & abilities that underpin
effective performance as a nurse.
COMPETENCY
• Ability to demonstrate knowledge, skills
& attitude to perform a specific job.
NURSING COMPETENCY
PROGRAM
IN ORDER TO ENSURE
THAT THE COMPETENCE
OF ALL NURSES IS
ASSESSED,
MAINTAINED,
DEMONSTRATED, AND
IMPROVED, A
CONTINUOUS
COMPREHENSIVE
NURSING COMPETENCY
PROGRAM THAT:
Consists of competency standards that applies to clinical
procedures within the health and wellbeing dimensions.
Starts from the new hire orientation period in which
mandatory competencies are initiated.
Continues through general and unit-specific competencies
as soon as the nurse is assigned to a unit or a clinic.
Ongoing evaluation of the employee’s competence through
entire employment period.
The competency assessment is in conjunction with the
knowledge, skills & attitude framework.
NURSING
COMPETENC
Y PROCESS
The mandatory competencies for new employees are initiated and assessed
in the Nursing Education Unit and then follow on the general and the unit-
specific competencies of the assigned unit or clinic.
The progress of the new employee is to achieve the competencies
documented on the competency form.
If the new employee is unable to meet the objectives, an individualized
performance improvement plan will be developed by the head
nurse/supervisor with the assistance from the nursing education and others
as applicable, with the employee.
Ongoing competency assessment of employees through mandatory and
annual competencies. Each employee should be periodically evaluated on
their knowledge, skills, and attitude specific to their patient population.
If changes in assignment, such as floating, transfers, and modifications are
made for type of service, a competency-based orientation is provided.
NURSING
COMPETEN
CY
PROCESS
NURSING COMPETENCY PROGRAM
COMPONENTS
MANDATORY, GENERAL, UNIT SPECIFIC,
AND
ANNUAL
COMPETENCIES
MANDATORY
COMPETENCIES
1. Emergency Response
2. Environmental Safety
3. Hazardous Material
4. Infection Control
GENERAL COMPETENCIES
Age Related
Care
Pain
Management
Blood
Administration
Moving and
Handling
Medication
Administration
Patient
Teaching
Respiratory
Therapy & O2
Administration
Wound
Management
Documentation Falls Precaution
THE GENERAL
ORIENTATION
COMPETENCIES
THAT ARE
COMMON TO ALL
NURSING AREAS
THAT ARE:
designed to assess the performance of the new
employee/orientee
common to all technical and professional nurses
who are providing direct patient care. Learning
about these competencies starts in new hire
orientation and continues on the assigned unit as
the new hire nurse works with the preceptor:
There are 10 identified general competencies.
SPECIFIC
COMPETENCI
ES
Competencies are unique to a
nursing unit/clinic based on the
scope of service & practice, job
description & high-risk procedures.
Examples for the Pediatric Unit:
• Immunization
• Conscious Sedation
ANNUAL
COMPETENCIES
• Annual competencies are designated by the
management of each unit/clinic based on low
volume-high risk procedures, Quality Improvement
results & Job performance standards.
• In addition to the (4) mandatory competencies, the
annual competencies can be selected from any
general and/or unit specific competencies, but not
more than two competencies, which makes a total
of 6 competencies per year.
COMPETENCY FORMS
The form is used to document assessed
competencies that include :
• Competency statements describes a general category of
performance and describes employee’s attitude that is
observable and measurable.
• Performance criteria includes sufficient description of the
knowledge and skills.
HOW DO WE
ASSESS
KNOWLEDGE,
SKILLS, AND
ATTITUDES?
Through observation in the daily work, clinical
situations, drills, etc. where the nurses critical
thinking can be evaluated.
Multiple choice tests, verbal response question
and case studies could be used.
Competency Process options are suggested
resources/activities listed on all Competency
forms to assist the staff members to gain the
knowledge, skill, and appropriate attitude
required to meet the competency statements.
WHO CAN DO
THE
ASSESSMENT
AND
DOCUMENTATIO
N?
The nursing educator, or a
preceptor or a senior staff nurse
identified as being competent,
such as Clinical Resource
Nurse (CRN) if available.
A competency form is
maintained in the employee unit
file annually.
INFECTION
CONTROL
AN EXAMPLE OF A MANDATORY
COMPETENCY
MEDICATION
ADMINISTRATIO
N AN EXAMPLE OF A GENERAL
COMPETENCY
PATIENT
ASSESSMENT
AN EXAMPLE OF A UNIT SPECIFIC
COMPETENCY
ROLES &
RESPONSIBILITI
ES
DIRECTOR OF
NURSING &
DESIGNEE:
Ensures the Competency
Program is in place & meets
high standards of patient care
to achieve “Best Practice”.
Monitors & guides the
competency program.
Identifies, reviews & updates
pertinent hospital’s services of
related competencies as
indicated.
ROLES &
RESPONSIBILIT
IES
NURSING
SUPERVISOR:
Participates in the monitoring &
implementation of the nursing
competency program.
Identifies annual competencies in
conjunction with low volume high risk,
quality indicators, changes in
practice/standards or policy & other
relevant information/events.
ROLES &
RESPONSIBILITIE
S
NURSE
EDUCATOR/
CLINICAL
INSTRUCTOR:
Initiates mandatory competencies
during the new hire orientation
period.
Provides required
education/training programs
based on competency
assessment outcomes.
Reviews mandatory and general
competencies periodically.
ROLES &
RESPONSIBILITI
ES
HEAD NURSE:
Ensures identification of preceptors & Clinical
Resource Nurses.
Supervises & evaluates performance of all nursing
staff assigned to the clinical area.
Provides coaching, counseling & develops a
performance improvement plan based on the result
of the nursing competency assessment.
Maintains current competencies on employees' files.
ROLES &
RESPONSIBILITI
ES
Nurse Preceptor/Clinical Resource
Nurses:
• Validates nurses’ competence.
• Communicates assessment findings with the
assessed nursing staff and head nurse/
supervisor.
Nursing Staff:
• Completes the required departmental
competencies.
• Promotes and provides professional competence
in all aspects of nursing care.
THANK
YOU

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Nursing competencies

  • 2. OBJECTIVES To demonstrate continued competence through structured program. To set minimum acceptable clinical performance criteria. To ensure that competence of all Nursing staff are assessed, maintained & demonstrated. To facilitate continuous performance improvement. To meet the JCI & Central Board Accreditation Healthcare Institution (CBAHI) Standards on Staff Competency.
  • 3. WHY DO WE NEED TO DEVELOP A COMPETENCY PROGRAM? To demonstrate continued competence through a structured program. To set a minimum acceptable clinical performance criteria. To ensure that competence of all Nursing staff are assessed, maintained & demonstrated. To facilitate continuous performance improvement. To meet the Joint Commission International (JCI) and Central Board Accreditation of Healthcare Institutions (CBAHI) Standards on Staff Competency.
  • 4. DEFINITIONS COMPETENT • A person performs assigned duties & responsibilities in job description correctly. COMPETENCE • A combination of skills, knowledge, attitudes, values & abilities that underpin effective performance as a nurse. COMPETENCY • Ability to demonstrate knowledge, skills & attitude to perform a specific job.
  • 5. NURSING COMPETENCY PROGRAM IN ORDER TO ENSURE THAT THE COMPETENCE OF ALL NURSES IS ASSESSED, MAINTAINED, DEMONSTRATED, AND IMPROVED, A CONTINUOUS COMPREHENSIVE NURSING COMPETENCY PROGRAM THAT: Consists of competency standards that applies to clinical procedures within the health and wellbeing dimensions. Starts from the new hire orientation period in which mandatory competencies are initiated. Continues through general and unit-specific competencies as soon as the nurse is assigned to a unit or a clinic. Ongoing evaluation of the employee’s competence through entire employment period. The competency assessment is in conjunction with the knowledge, skills & attitude framework.
  • 6. NURSING COMPETENC Y PROCESS The mandatory competencies for new employees are initiated and assessed in the Nursing Education Unit and then follow on the general and the unit- specific competencies of the assigned unit or clinic. The progress of the new employee is to achieve the competencies documented on the competency form. If the new employee is unable to meet the objectives, an individualized performance improvement plan will be developed by the head nurse/supervisor with the assistance from the nursing education and others as applicable, with the employee. Ongoing competency assessment of employees through mandatory and annual competencies. Each employee should be periodically evaluated on their knowledge, skills, and attitude specific to their patient population. If changes in assignment, such as floating, transfers, and modifications are made for type of service, a competency-based orientation is provided.
  • 8. NURSING COMPETENCY PROGRAM COMPONENTS MANDATORY, GENERAL, UNIT SPECIFIC, AND ANNUAL COMPETENCIES
  • 9. MANDATORY COMPETENCIES 1. Emergency Response 2. Environmental Safety 3. Hazardous Material 4. Infection Control
  • 10. GENERAL COMPETENCIES Age Related Care Pain Management Blood Administration Moving and Handling Medication Administration Patient Teaching Respiratory Therapy & O2 Administration Wound Management Documentation Falls Precaution
  • 11. THE GENERAL ORIENTATION COMPETENCIES THAT ARE COMMON TO ALL NURSING AREAS THAT ARE: designed to assess the performance of the new employee/orientee common to all technical and professional nurses who are providing direct patient care. Learning about these competencies starts in new hire orientation and continues on the assigned unit as the new hire nurse works with the preceptor: There are 10 identified general competencies.
  • 12. SPECIFIC COMPETENCI ES Competencies are unique to a nursing unit/clinic based on the scope of service & practice, job description & high-risk procedures. Examples for the Pediatric Unit: • Immunization • Conscious Sedation
  • 13. ANNUAL COMPETENCIES • Annual competencies are designated by the management of each unit/clinic based on low volume-high risk procedures, Quality Improvement results & Job performance standards. • In addition to the (4) mandatory competencies, the annual competencies can be selected from any general and/or unit specific competencies, but not more than two competencies, which makes a total of 6 competencies per year.
  • 14. COMPETENCY FORMS The form is used to document assessed competencies that include : • Competency statements describes a general category of performance and describes employee’s attitude that is observable and measurable. • Performance criteria includes sufficient description of the knowledge and skills.
  • 15. HOW DO WE ASSESS KNOWLEDGE, SKILLS, AND ATTITUDES? Through observation in the daily work, clinical situations, drills, etc. where the nurses critical thinking can be evaluated. Multiple choice tests, verbal response question and case studies could be used. Competency Process options are suggested resources/activities listed on all Competency forms to assist the staff members to gain the knowledge, skill, and appropriate attitude required to meet the competency statements.
  • 16. WHO CAN DO THE ASSESSMENT AND DOCUMENTATIO N? The nursing educator, or a preceptor or a senior staff nurse identified as being competent, such as Clinical Resource Nurse (CRN) if available. A competency form is maintained in the employee unit file annually.
  • 17. INFECTION CONTROL AN EXAMPLE OF A MANDATORY COMPETENCY
  • 18. MEDICATION ADMINISTRATIO N AN EXAMPLE OF A GENERAL COMPETENCY
  • 19. PATIENT ASSESSMENT AN EXAMPLE OF A UNIT SPECIFIC COMPETENCY
  • 20. ROLES & RESPONSIBILITI ES DIRECTOR OF NURSING & DESIGNEE: Ensures the Competency Program is in place & meets high standards of patient care to achieve “Best Practice”. Monitors & guides the competency program. Identifies, reviews & updates pertinent hospital’s services of related competencies as indicated.
  • 21. ROLES & RESPONSIBILIT IES NURSING SUPERVISOR: Participates in the monitoring & implementation of the nursing competency program. Identifies annual competencies in conjunction with low volume high risk, quality indicators, changes in practice/standards or policy & other relevant information/events.
  • 22. ROLES & RESPONSIBILITIE S NURSE EDUCATOR/ CLINICAL INSTRUCTOR: Initiates mandatory competencies during the new hire orientation period. Provides required education/training programs based on competency assessment outcomes. Reviews mandatory and general competencies periodically.
  • 23. ROLES & RESPONSIBILITI ES HEAD NURSE: Ensures identification of preceptors & Clinical Resource Nurses. Supervises & evaluates performance of all nursing staff assigned to the clinical area. Provides coaching, counseling & develops a performance improvement plan based on the result of the nursing competency assessment. Maintains current competencies on employees' files.
  • 24. ROLES & RESPONSIBILITI ES Nurse Preceptor/Clinical Resource Nurses: • Validates nurses’ competence. • Communicates assessment findings with the assessed nursing staff and head nurse/ supervisor. Nursing Staff: • Completes the required departmental competencies. • Promotes and provides professional competence in all aspects of nursing care.