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Flexibility in competency-based workplace transition programs: an exploratory study of community child and family
Lynette Cusack1, Sandra Gilbert, Jennifer Fereday
1Flinders University, School of Nursing and Midwifery, Adelaide, South Australia, Australia. lynette.cusack@flinders.edu.au
Background:
Successful transition to practice programs that use competency-based assessment require the involvement of all staff, especially those undertaking the preceptor role.
Methods:
Qualitative data were collected using interview methods. Participants were 14 newly employed nurses and 7 preceptors in the child and family community health service in South Australia. Participant narratives were recorded electronically, transcribed, and thematically analyzed using the paradigm of critical social science.
Results:
Five themes were identified that describe enablers as well as barriers to applying a flexible transition to practice program using competency-based assessment. These included flexibility in the program design, flexibility on the part of preceptors, flexibility to enable recognition of previous learning, flexibility in the assessment of competencies, and flexibility in workload.
Conclusion:
To ensure successful application of a transition to practice program using competency-based assessment, preceptors must understand the flexible arrangements built into the program design and have the confidence and competence to apply them.
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