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Nurse-Led Competency Model for Emergency Physicians: A Qualitative Study.

Lina Daouk-Öyry¹, Afif Mufarrij², Maya Khalil¹

¹Suliman S. Olayan School of Business, American University of Beirut, Beirut, Lebanon.

Annals of Emergency Medicine

|January 24, 2017

Summary

This summary is machine-generated.

Nurses developed an 8-competency model for emergency physicians, differing significantly from the ACGME model. This highlights unique nursing insights into essential physician skills in emergency medicine.

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Area of Science:

Medical Education
Nursing Research
Emergency Medicine

Background:

The Accreditation Council for Graduate Medical Education (ACGME) model is widely used for physician competency assessment.
Understanding diverse perspectives, such as those of nurses, can enhance competency models in emergency medicine.

Purpose of the Study:

To create a competency model for emergency physicians from a nursing viewpoint.
To compare this nurse-led model with the established ACGME model.
To identify competencies unique to the nursing perspective in emergency care.

Main Methods:

Utilized secondary data from nurses' assessments of emergency physicians' nonclinical skills.
Analyzed data from 36 registered nurses with at least two years of experience in an academic medical center's emergency department.
Employed content analysis to develop the nurse-led competency model.

Main Results:

A nurse-led competency model with 8 core competencies and 33 subcompetencies was identified.
Key competencies included emotional intelligence, problem-solving, operations management, patient focus, patient care, professionalism, communication, and team leadership.
The nurse-led model showed more divergence than convergence when compared to the ACGME model.

Conclusions:

Nurses' perspectives offer valuable, distinct insights into emergency physician competencies.
The differences between the nurse-led and ACGME models underscore unique nursing-identified skills.
Further methodologically sound research is needed to explore these differing perspectives in medical education.