Developing and Implementing a Competency-Based Clinical Evaluation Tool for Professional Nurses

RUNNING HEAD: DEVELOPING AND IMPLEMENTING OF A COMPETENCY-BASED
CLINICAL EVALUATION TOOL IS INTEGRAL FOR PROFESSIONAL NURSES
DEVELOPING AND IMPLEMENTING OF A COMPETENCY-BASED CLINICAL
EVALUATION TOOL IS INTEGRAL FOR PROFESSIONAL NURSES
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RUNNING HEAD: DEVELOPING AND IMPLEMENTING OF A COMPETENCY-BASED
CLINICAL EVALUATION TOOL IS INTEGRAL FOR PROFESSIONAL NURSES
Introduction
Worldwide professional nurse education programs have been developed and
implemented, which encompasses varied innovative strategies (Cohen, Thomas & Gerard, 2015).
Such programs aim at fulfilling the global shortage in professional nurse and enhance levels of
education and skills amongst them. While implementing such programs, there have been varied
challenges and opportunities that were presented by students from multiple streams of enrolment.
This presented the opportunity to develop competency based education. The current essay
evaluates development of the Midwifery Competency Assessment Tool (MCAT) as described in
her article by Kate Woeber, which allows developing and implementing of a competency based
clinical evaluation tool for professional nursing education (Woeber, 2018). The essay argues in
favor of and against development of such tools. The tools effectiveness is understood through
Brenner’s Novice-to-Expert theory. Then a personal reflection of clinical reasoning, teamwork,
problem solving, research and communication has been undertaken, in accordance to Rolfe’s
model.
Critical Analysis
In order to meet the growing demands for professional nurse, it is clearly visible that
professional nurse need to develop their competence and skills (Danhausen, Joshi, Quirk, Miller,
Fowler & Schorn, 2015). The MCAT competency items have been developed on the basis of
didactic courses. Moreover, such competency items are based upon ACNM’s Core
Competencies as well as ICM’s Essential Competencies. The self-assessment tool has been
developed from Brenner’s Novice-to-Expert theory. The tool focuses on nurses analyse and
focus on their skills and capabilities. Then they can progress towards a specific competency goal,
strengths and future learning goals. An entire form is provided to students, which they can fill
out. Though the assessment is aimed at complete evaluation of a student in order that their
complete professional competencies can be understood. The form is available for various stages
of Clinical competence to mark progress of nurses, such as Novice, Advanced Beginner,
Competent, Proficient and Expert. This form is exhaustive in nature and allows understanding
related to each and every student, such that their gaps in skills can be overcome (Munoz &
Collins, 2015). This evaluative practice helps nurses as well as healthcare centers. Individual
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RUNNING HEAD: DEVELOPING AND IMPLEMENTING OF A COMPETENCY-BASED
CLINICAL EVALUATION TOOL IS INTEGRAL FOR PROFESSIONAL NURSES
students are able to understand their skill and knowledge gap areas, and then they can devise
strategies in order to overcome the same. For healthcare centers this tool can be used for
assessing competence levels of nurses.
Though this competence evaluation is conducted for nurses there remains some challenge
with the tool. One major challenge with this tool is that the feedback for the assessment is based
upon assessment conducted by students themselves. Often students are unable to conduct self-
assessment in an appropriate form, incomplete forms poses another challenge. In case a student
is unable to undertake appropriate self-assessment, then the entire process of feedback will be
inappropriate. The form’s length possesses another integral challenge in the process competence
evaluation. The form’s length can be a concern against evaluation of professional competence.
The accuracy of student’s self-assessment and overestimation of abilities is often confused with
confidence. Determination of realistic and adequate expectations regarding student’s
performance is essential to be understood. In clinical settings, competencies are primarily based
upon evaluation of core and essential factors have to be determined.
Discussion
The competency evaluation is based upon allowing nurses to transit from novice to
becoming professional nurses (Gobet & Chassy, 2008). Brenner’s five stage theory focuses on
educating nurses to develop their skills and practice towards understanding of patient care.
Brenner made use of Dreyfus Model of Skill acquisition for providing basis for her theory. The
five stages of clinical competence she described was described as Stage 1 Novice, Stage 2
Advanced Beginner, Stage 3 Competent, Stage 4 Proficient and Stage 5 Expert. The first stage is
detailed as a first year student, who is in first year of clinical education. At the first stage of
clinical education, behaviour professional nursess are expected to have limited knowledge and
skills, they are assumed to undergo a process of mental transition. At this stage nurses possess
limited knowledge in patient diagnosis. In the second stage, nurses emerge as fresh graduates
who are in their first jobs. At this stage nurses can connect and reflect to more practical
experiences. They can make meaningful analysis related to particular situations from their in-
depth experience and knowledge.
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