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Developing a competence framework for nurses in pharmaceutical care: A Delphi study.

Nienke E Dijkstra1, Elyne De Baetselier2, Tinne Dilles2

  • 1Research Group Care for the Chronically Ill, HU University of Applied Sciences Utrecht, Utrecht, the Netherlands.

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Summary
This summary is machine-generated.

Nurses require a defined set of competences for effective interprofessional pharmaceutical care. This study established a framework of 60 competences for 22 nursing tasks, crucial for competency-based nurse education.

Keywords:
AttitudesCompetencesDelphi studyEducationInterprofessional pharmaceutical careKnowledgeMedicines managementNursingPharmaceutical careSkills

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Area of Science:

  • Nursing Education
  • Pharmaceutical Care
  • Healthcare Professional Competencies

Background:

  • Nurses are integral to pharmaceutical care, performing tasks like detecting clinical changes and managing medication regimens.
  • A standardized framework for nurses' knowledge, skills, and attitudes in interprofessional pharmaceutical care is currently lacking.
  • Nurses' roles encompass communication, intervention proposal, and patient follow-up in pharmacotherapy.

Purpose of the Study:

  • To achieve expert consensus on essential nursing competences for interprofessional pharmaceutical care tasks.
  • To develop a comprehensive competence framework for nurses engaged in pharmaceutical care.
  • To identify specific and generic nursing tasks within interprofessional pharmaceutical care.

Main Methods:

  • A two-phase study combining a scoping review with five Delphi rounds.
  • An expert panel (n=22) from 14 European countries assessed competences using the RAND/UCLA method.
  • Data analysis involved descriptive statistics to determine consensus on competence relevance.

Main Results:

  • Consensus was reached on 60 competences relevant to 22 distinct nursing tasks in pharmaceutical care.
  • Forty-one competences were identified for 15 generic nursing tasks.
  • Thirty-three competences were identified for seven specific nursing tasks.

Conclusions:

  • A validated competence framework for interprofessional pharmaceutical care in nursing education has been established.
  • Future efforts should concentrate on integrating these competences into nursing curricula.
  • Development of a structured assessment tool is recommended to evaluate student readiness for clinical practice in pharmaceutical care.