Table of Contents
Definition and Explanation of Selected Nursing Concept
Antecedent and Consequences
Theoretical Applications of the Concept
When studying nursing theory, an ideal concept is often seen as one of the building blocks that need to be understood. Regarding the scientific reference, the theoretical process is "closely involved in the evolution and expansion of nursing knowledge and the development of analysis and concepts". This particular study will be conferred by Walker and Avant’s concept analysis method. Competence is a particularly important concept. On the other hand, adequate definition and interpretation of competency, a contextual review of literature, and a discussion of defined qualities were incorporated in this paper. It includes definitions of precedents; antecedents along with the consequences that led to an understanding of empirical references. Alongside it, a clear construction of the case, as well as the right kind of theoretical application based on competency, a comprehensive understanding of nursing competency is fully implemented
Walker and Avant’s concept analysis will be used to project the concept of Competency. As stated by Alghamdi (2016, p. 13), NCSBN defines competency which is the interpersonal, decision-making, and psychomotor skills applied to the knowledge expected to perform the practice role, within the public health care context” (Scott-Tilley, 2017, p. 81). Over time a gap has developed making competency an extremely important concept to fully understand in context to the preparation of educational nursing along with actual clinical bedside nursing practices. A competent nurse is defined by Schroeter (2017, p. 999), in his article as a person who’s on different occasions, that include differing as well as unexpected contexts can perform effectively.
There are ample literary pieces of evidence available that are discussed as well as taught as per this topic. Competency is a fundamental nursing component associated with the practice and is demanded at the same time necessary nursing aspect. As stated by researcher Margaret Strong (2016, p. 113), competency assurance is the professional responsibility of the individual nurses, as well as professional organizations. It is also important for credentialing along with certification of the entities; it includes regulatory agencies, employers, as well as other stakeholders. Several different encompassed concepts are to be deemed as per competency.
On the other hand, the world of nursing comprises of 4 large domains. A review of literature based on Aotearoa (2017, p. 11), defines the 4 competent domains as in the form of, management of inter-professional healthcare nursing, the responsibility of the professionals, interpersonal relationships, as well as quality improvement. Knowing the way to act appropriately at the bedside defines the professional position that realizes the ways to include team members, as well as of utilizing available resources of the department in the way of improving the quality of patient care.
Competencies, as well as performance, are the two sides of the same coin as believed by many academic institutions. On the other hand, as concluded by the Blanchet Garneau (2017, p. 385), performance represents the attributes of an individual's ability to perform when exposed to the actual job conditions, on the other hand, competence, refers to the potentiality of an individual in an ideal given context. It can be concluded from the works of Blanchet Garneau (2017, p. 385), that education alone is not enough for attaining competence. It is concluded from the mentioned literature review that messy physical experience at the bedside was necessary for competency development.
This research is acting as nurses' encouragement in the continuation of education as well as experiencing higher learning. Education is a foundation stone on which the competency builds up. NCLEX is a famous nursing exam meant to measure competency level allowing the modern nurses to practice in context to the clinical setting. On the other hand, levels of testing are considered enough to be competent.
One literature review as stated by Fain (2017), states, “research associated with certiﬁcation examinations is lacking to demonstrate the link toward competency or leads to patient outcomes improvement”.
As stated by one of the scholarly researchers Fealy and McNamara (2015, p. 2), stated that education alone is not sufficient in attaining competency, as competence along with excellence refers to the practices of the nurses to put words on them.
The review of literature presented by Fealy and McNamara (2015, p. 2), concludes that there is some evidence referring to the nurse’s articulation contributes toward patient care referring to its effectiveness as observed in the case of multidisciplinary patient’s meetings as well as at rounds.
It is possibly considered as an important competency part associated with nursing practices that address the way it relates to the satisfaction as well as the outcomes of the patients. As concluded by one of the research study presented by Hee-Choi (2016, p. 338), “ Improving real situation based nursing performances with increased problem solving along with critical thinking leads to competency using a need for an extended study repetition. The use of this skill in effective terms will increase proficiency and further help in treating the healthcare user.
One defining characteristic associated with competency refers to an individual who stays up to date with the current form of education. On the other hand, it refers to a test related to the nursing baseline. The NCLEX required for all current nursing practices. As concluded by one of the research study presented by Scott-Tilley (2017, p. 62), “NCLEX refers to the National Council Licensure Examination, the entry-level licensure level associated with the generalization of core competencies.” These exams have evolved over years ensuring all nurses’ equality equipped in entering the occupational force associated with nursing it is therefore observed as a core defining competent nursing aspect.
A second important attribute of competency is a proper understanding of technology. In the modern world, technology plays a huge role. On the other hand, it plays a superior role in the context of contemporary medicine. It also considers the records of the patient, prescription, treatments, in addition to planning that is done through technology. Enhanced safety, as well as outcomes, has emerged to be of utmost importance in the lives of patients. Therefore, in context to the relevant nursing being competent by the use of understanding as well as the ability to use technology must be necessary for modern nursing. A third essential aspect associated with competency is an individual's intent to stay up-to-date with the policy of departmental levels.
While practicing as a nurse the educations go beyond the necessary degrees. It is again believed that the real education starts when the nurse starts giving bedside treatment. Every individual department owns educational as well as a relevancy policy that is kept up-to-date. It is very important to keep in mind the ethical code and duty of care in context to the healthcare users. This is something that allows a nurse to function appropriately, also, to work safely within their designated departments. As stated by one of the scholarly researchers in an academic journal Scott-Tilley (2017, p. 63), after examining the correspondence between educations as well as the practices, the implementation of a proposed integrated practicum need to be completed along with a clinical internship. Most departments inside modern nursing now implement this idea to ensure that their nurses are competent at the bedside.
Code of conduct It states the standards which are to be upheld within the profession. It is a set of key ethics that needs to be practiced by all nurses and midwives. The Code of conduct in nursing represents the: Standards of Conduct, Performance and Ethics for Nurses and Midwives. As in this case, the nurse should not have attempted to perform an action she is not qualified for, capable of. She must restrict herself in such a way that he cannot perform it adequately or properly. Here in the mentioned case, the responsible nurse did not abide by the NMC code of conduct in addition to did not use the code to reflect their practice in work and the behavior at all times including times when they are off duty (Hartin, Birks & Lindsay, 2018).
Mr Ghert is a patient of 95 years old and was having pain in his stomach he was admitted to the health care centre for the treatment. When initially diagnosed he was having a firm abdomen, distended and tender to slight touch. There was an issue with the bowel movement as the patient was unable to remember the last time he excreted. Here one of the nurses did not check for Hyperactive RQO and remaining quadrants and even did not maintain BM on the graphic flow sheet. Instead of that he was offered with breakfast and forced to consume it even after repeated complaints of nausea abdominal pain and distension by the patient. Later it was diagnosed that the patient was having a notable amount of decubitus ulcer on the coccyx. Due to some ingredients in the breakfast, he developed labored irregular respiration eventually leading to coughing and high O2 saturation. Later it was confirmed that the patient was not diagnosed properly by the incompetent nurse and was having intense pain in his abdomen with a pain of 7 on 0-10 pain scale (Nurseslabs.com, 2020).
An antecedent on the way to the conceptualization is associated with proficiency in education. As stated in advance, multiple levels are associated with education as well as testing that must take place with the purpose of subsisting as a competent nurse. As stated by one of the scholarly researchers in an academic journal Fain, (2017) relates to the acquisition of a specialized body of knowledge in addition to its application to clinical terms. The educational aspect associated with a nurse will always begin in the classroom irrespective of the education level being pursued in continuance to the bedside nursing practice. Professional competency truly forms after getting educated. For that reason, the predecessor viewed as a mixed book based knowledge education in addition to bedside knowledge attained with experiences.
A result in the direction of the concept of competency is instrumental in improving the patient’s outcomes. Amongst many beneficial aspects, this is perhaps the most important in context to competent nursing. It refers to the goal of nursing to improve as well as help the lives of patients. As concluded by one of the research study presented by Scott-Tilley (2017, p. 62), Nurses who have acquired prescribed skills improve the lives and futures of not only individual patients but also employers and the general public. As well as working nurses have more impact than the perception of memories, associated with experiences, as well as the knowledge that are all acquired through conversations with a skilled nurse.
In simple stipulations, empirical referents allow a specific concept to be measurable. According to Scott Tiley (2017, p. 63), the use of empirical referents allows for the ability to measure the gap amid education and practice in nursing. In regard to this concept, one empirical referent that could be used to measure competency is the use of portfolios. In this case it had been also stated that to measure competency the development of portfolios are a must. Through the use of portfolios, educational standards, policy training, certifications, and continued education everything can be recorded, tracked, and standardized across all staff members. Another empirical referent that could be used in this case is the use of in-patient questionnaires. A patient who receives care from a competent nurse should feel safe, well taken care of, and fully treated. The way that these feelings can be measured is through a standardized questionnaire that has been developed my management and is consistently used. According to scholarly journal author Naji Alqahtani, one of the first steps in measuring competency in action if formulating answerable clinical questions that any patient could answer. Therefore, it is crucial to measure the outcomes of nursing competency this way.
A model case is an example where all the defined qualities of a concept are combined. This should refer to a particular case that is observed to be in the form of a value based on the discussed concept. In the case of the model, the nurse holds a bachelor's degree, has up-to-date, modernized certifications in the emergency policy along with training that is fluent in technology. They take into account as well as respond appropriately to all the physical, mental as well as physio-social needs of the patient. Here, it is important to mention that the contextual patient responds in a better way to all the care procedures carried out by the nurse as well as begins to show signs of improvement in all these cases. The patient is then considered sufficient to get out of the house.
For example, a nurse got a BSRN as well as passed NCLEX. The nurse did not take ACLS, PALS, or basic trauma training, but still practiced in the environment. The patient is still treated properly as well as is eventually discharged. On the other hand, the departmental policy is not up to date for nurses' protocols. While nurses can still provide effective care, not all reasons have been met. An example of this refers to a nurse who had attended the school in which the grades were not at all required, each person passed and no primary certificate was issued. The nursing candidate does not master technology as they do not own a certificate. When the patient is admitted the nurse cannot take care of the patient confidently due to error in the educational aspects. In this case, no eligibility criteria were met (Alqahtani, 2016).
Concept analysis and nursing theory hold a significant position in the world of nursing. But what is often overlooked is that the two notice each other. The theory associated with Nursing is not possible with or devoid of the development associated with a specific concept. A nurse is instrumental in taking her time to develop a theoretical subject, to think about possible changes, to adopt improvement strategies, along with physically consolidating the concept to fully advance in the profession.
The first step towards the development of a scrupulous hypothesis is itself that led to a systematic examination associated with those of the concept. It is impossible to have a theory of nursing without developing specific concepts (Redman, Lenburg, & Walker, 2017, p. 18). Stages of Clinical Competence nursing theory is considered as the best in class nursing theory that in turn refers directly to the competency conception. For example, as concluded by the theory of Benner, “a plan tends to establish a perspective in competent-nursing, alongside considerable conscious, contemplation of analytical problem, abstract, is based on that plan” (Redman, Lenburg, & Walker, 2017, p. 18).
Many nursing concepts play an important role, amongst them, competency is considered to be the most important. Inside advanced nursing practices, competency is required. When put into practice a nurse gets even more involved in context to the patient's life considering the outcomes. For that reason, obligatory competency needs to be provided at the highest levels while taking care of the patients. I thoroughly take pleasure in it in addition to learned more than I could ever imagine.
Alghamdi, M. G. (2016). Nursing workload: a concept analysis. Journal of nursing management, 24(4), 449-457.
Alqahtani, N. (2016). Evidence-Based Practice Competence in Nursing: A Concept Analysis. International Journal of Nursing and Health Science. 3(4), 23-26. doi:10.13/334-100034
Aotearoa, T. (2017). Competencies for Registered Nurses: Regulating Nursing Practice to Protect Public Safety. Nursing Journal of New Zealand. 13(4), 8-16. doi: 10.45/4567000131
Blanchet Garneau, A. (2017). Dichotomy and Dialogue in Conceptualizations of Competency in Health Professional’s Education. The Journal of Nursing Education and Practice. 18(7), 384-386. doi:10.5430/jnep.v7n6p18
Bousso, R., Poles, K., & Cruz, D. (2014). Nursing concepts and theories. Revista da Escola de Enfermagem da USP, 48(1), 141-145. doi: 10.1590/S00080-623420140000100018
Fain, J. A. (2017). Reading, understanding, and applying nursing research. FA Davis.
Fealy G. & McNamara, M. (2015) Transitions and tensions: the discipline of nursing in an interdisciplinary context. Journal of Nursing Management 23(8), 1-3.
Hartin, P., Birks, M., & Lindsay, D. (2018). Bullying and the nursing profession in Australia: An integrative review of the literature. Collegian, 25(6), 613-619, DOI: https://doi.org/10.1016/j.colegn.2018.06.004
Hee-Choi, E. (2016). Nursing Competency and Debriefing Evaluation According to Satisfaction in Simulation Practice. International Journal of Bio-Science and Bio-Technology. 4(8), 333-340. doi:10.14257/ijbsbt.2016.8.2.31
Nurseslabs.com (2020), from: https://nurseslabs.com/6-hypertension-htn-nursing-care-plans/ [Retrieved On: 12th May 2020]
Redman, R., Lenburg, C., & Walker, P. (2017). Competency Assessment: Methods for Development and Implementation in Nursing Education. The Online Journal of Issues in Nursing. 4(2), 18-25.
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