Defining 'competency' in nursing (Part I): A policy review

Area of Science:

• Nursing Education
• Healthcare Policy
• Professional Competency

Background:

• The definition of basic competency for registered general nurses in England is critical for patient safety and nurse protection.
• It also underpins the development of advanced, extended, and specialist nursing practice.
• Historical analysis reveals significant shifts in educational policy concerning nursing competency since the 1980s.

Purpose of the Study:

• To examine the impact of 1980s educational policy changes on nursing competency definition, education, and assessment in England.
• To evaluate the current methods used to define, teach, and test nursing competency.
• To identify shortcomings and uncertainties in the current preparation and evaluation of nursing competency.

Main Methods:

• Historical overview of key documents from regulatory and professional bodies.
• Analysis of educational policy changes impacting nursing competency.
• Examination of current methods for defining, teaching, and testing nursing competency.

Main Results:

• A profound change in educational policy regarding nursing competency interpretation occurred during the 1980s.
• Current methods for defining, teaching, and testing nursing competency have been influenced by these policy shifts.
• Preliminary findings indicate existing shortcomings and uncertainty in the preparation and evaluation processes.

Conclusions:

• The evolution of nursing competency definitions has been shaped by significant educational policy changes.
• Current approaches to nursing competency exhibit identifiable weaknesses and a lack of definitive clarity.
• Further refinement in the preparation and evaluation of nursing competency is necessary to ensure standards.