THE NEW COMPETENCY STANDARDS IN PRACTICE

Amanda Collings

Outline

Background

Comparison

Research and the Research Question

Leadership and Clinical Leadership

Conclusion

Loddon-Mallee Region • 60,000 square km

• 25% of geographical Victoria

• North to South – 600km

• Approx 300,000 residents

• Bendigo hospital located in South of the region

• Difficult to attract medical staff

History of National Competency Standards

• 1990’s - National Competency Standards

• 2004 ANMC commissioned project to develop national standards

• 2006 National Competency Standards Published

• 2010 adopted by the National Board at the start of the National Scheme

• 2013 standards reviewed

• 2014 Nurse practitioner standards for practice took effect.

How and Why

Role

First Glance

Read standards

Read the statements / competencies

Looked at the cues and performance indicators

Four Domains

1. Clinical

2. Education

3. Research

4. Leadership

Competency Standards Comparison

New • 4 standards

• 12 statements • 57 cues

• a NP may or may not exhibit all the cues listed.

• Standards should be looked at in conjunction with other documentation

Old • 3 Standards

• 9 Competencies • 45 Performance indicators

• Standards should be looked at in conjunction with other documentation

Standards

Standard 1: Assessment using diagnostic capability

Standard 2: Plans care and engages others

Standard 3: Prescribes and implements therapeutic interventions

Standard 4: Evaluates outcomes and improves practice

Comparison New

Demonstrates extensive knowledge of human sciences and health assessment

Old

Demonstrates advanced knowledge of human sciences and extended skills in diagnostic reasoning

Comparison New

Critically evaluates the impact of social determinants on the person and population

Old

Evaluates the impact of social factors (such as literacy, poverty, domestic violence and racial attitudes) on the health of individuals and communities and acts to moderate the influence of these factors on the specific population/individual

Comparison

New

Acts as an educator and/or mentor to nursing colleagues and others in the healthcare team

Actively participates as a senior member and/or leader of relevant multidisciplinary teams

Old

Unmatched Cues • Uses appropriate teaching/learning strategies to

provide diagnostic information that is relevant, theory-based and evidence-informed

• Works to meet identified needs for educating others regarding clinical and ongoing care

• Advocates for improved access to health care, the health care system and policy decisions that affect health and quality of life

• Applies the best available evidence to identify and select appropriate outcomes measures of practice

• Contributes to research that addresses identified gaps in the provision of care and/or services

Differences

Higher emphasis

1. Research – critically evaluates

2. Leadership

3. Political – policy decisions

Terminology

Cue

A hint or indication about how to behave in a particular circumstance

Performance Indicator

A type of performance measure or evaluation criteria

Best Practice

A method or technique that has consistently shown results superior to those achieved with other means, and that is used as a benchmark.

Research

“the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions.”

Barriers to Research

• Time

• Support

• Skills

• Process

• Ethics

• Priority

• Peer Group

The research question

• Relevant

• Manageable

• Don’t just copy others

• Clear and simple

• Interesting

• Consider the audience

Forming a Research Question

Start with a topic

Narrow & focus your

topic

Formulate a question you want to ask

Narrow the question if

possible

Research Question

The Question

Does birth order make a difference for children?

(What kind of difference?)

What effect does birth order have on children's success?

(What type of success?)

Do first-born children end up more financially successful?

What is leadership?

Clinical Leadership Definition

Stanley (2006)

“ …a clinician who is an expert in their field, and who, because they are approachable, effective communicators and empowered, are able to act as a role model, motivating others by matching their values and beliefs about nursing and care to their practice.”

Clinical Leadership Qualities

Stanley (2006)

• Clinical Competence

• Clinical Knowledge

• Effective Communicator

• Decision maker

• Motivator

• Approachable

• Role model

• Visible

Political Join groups

Let your voice be heard

Take the time to be involved in policy decisions

Help further the NP role

Conclusion

New standards are a reflection of the changing role of Nurse Practitioners in Australia.

Nurse Practitioners do not need to display all the cues

Models need to reflect the standards