amanda collings, bendigo health - the new competency standards in practice: what are the changes and...
TRANSCRIPT
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
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.”
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