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Summary
A core set of 25 process competencies was identified for masters-prepared nurses. Findings emphasize the importance of high-level practice skills for nursing educators and teaching competencies for practitioners.
Area of Science:
- Nursing Education
- Healthcare Management
- Professional Development
Background:
- Masters-prepared nurses assume diverse roles including practitioner, educator, manager, and change agent.
- Defining a common core of essential process competencies is crucial for consistent professional standards.
Purpose of the Study:
- To identify a universal set of process competencies for all masters-prepared nurses.
- To establish a foundation for curriculum development and performance evaluation.
Main Methods:
- Development of a 68-item Process Competency Scale based on a conceptual model.
- Survey administration to 118 respondents across four distinct groups.
- Statistical analysis to determine items meeting core competency criteria.
Main Results:
- Twenty-five competency items met the established criteria for a core competency.
- Significant agreement was found regarding the necessity of advanced practice skills for nursing educators.
- Consensus was reached on the importance of pedagogical competencies for nursing practitioners.
Conclusions:
- A defined core of 25 process competencies is essential for masters-prepared nurses.
- Integration of advanced practice and teaching competencies is vital across nursing roles.