Nursing Competency Framework
Overview
The Royal Children’s Hospital (RCH) Nursing Competency Framework outlines the characteristics of a competent nursing workforce that guide safe neonatal, child and adolescent nursing practice. All nurses working at the RCH participate in the nursing competency framework with the intention that an organisational wide approach supports excellence in clinical nursing practice. An RCH Nursing Competency Workbook provides a detailed overview of the Nursing Competency Framework and includes many of the tools and resources to support the attainment and demonstration of competence.
Components of the RCH Nursing Competency Framework
Familarisation
Familiarisation is a specified period of induction, orientation and supernumerary time that enables nursing staff to adapt efficiently to a new work environment. A ten week familiarisation period, individualised with respect to previous nursing experience is provided. During familiarisation support and guidance is provided to demonstrate the necessary capability to deliver safe care. Goal setting using the Professional Development & Achievement Plan (PDAP) will be completed by the end of the 10 week period. The familiarisation period is formally concluded and evaluated at ten weeks with the Manager, involving input from the preceptor. The review at 10 weeks includes:
- Achievement of RCH mandatory training
- Achievement of RCH generic/familiarisation competencies
- Goal setting for the following 10 months, including agreed timelines for competency achievement, professional development plan, annual leave plan and review dates over the next 10 months
Supernumerary Time
Supernumerary time allows for workload sharing with a preceptor and time away from direct patient care for orientation and additional learning. Supernumerary time is allocated by the Nurse Unit Manager (NUM)/Manager during the ten week familiarisation period and may vary for each nurse. The maximum supernumerary time for each area of practice is contained in the table below.
| Area | Nurses experience | Maximum supernumerary time |
|
PICU, NNU, ED, Perioperative |
New Graduate Experienced but new to above areas Experienced in above areas |
Up to 10 weeks |
| RCH @ Home | Experienced in community Experienced with no community |
Up to 4 weeks Up to 6 weeks |
| All other RCH areas | New Graduate Experienced but new to Paediatrics Paediatric experienced but new to RCH RCH internal transfers |
Up to 6 weeks Up to 2 weeks Up to 1 week Up to 2 shifts |
Additional information for Nurse Unit Managers/Managers and forms for approval of supernumerary time are available: Supernumerary time approval form and instructions
Preceptorship
A preceptor is formally assigned to assist with transition to a new practice setting. The preceptor serves as an educator and role model and assists socialisation into the team. The RCH Preceptorship Model provides more detail of preceptorship at the RCH
Demonstration of competence
A range of strategies may be employed to determine and demonstrate competence with regards to knowledge, skills and the essence of nursing. Within the RCH Nursing Competency Framework these strategies include
Self Assessment
Self assessment has traditionally played a large part in determining competence for nurses in Australia. Opportunities for documenting reflection and self assessment are built in to the RCH Nursing Competency Framework in the Feedback and Reflections form associated with each Nursing Competency Assessment Form and in the PDAP. The Professional Practice Portfolio (PPP) can also be used for capturing self assessment.
Observations of Practice
Observation provides an opportunity for demonstration and assessment of practice. Many of the Nursing Competency Assessment Forms developed for the RCH Nursing Competency Framework include having practice evaluated through observation.
Discussion / Questioning / Interviewing
In completing the Nursing Competency Assessment Forms, the dating and signing of some competency elements by an assessor provides evidence of conversations that have been held in which competence has been demonstrated. The PPP and Performance Development and Assessment Program (PDAP) document also provide opportunity for to capture evidence of discussions in which competence has been demonstrated.
Learning Packages / Quizzes
There are many packages available to assist in learning and demonstration of competence. Examples of these include Emergency Procedures, Medication Administration, and Central Venous Access Devices. The RCH Nursing Competency Handbook, TrendCare and PPP are examples of where documentation of satisfactory completion of learning packages might occur.
Professional Practice Portfolio (PPP)
The PPP is a tool that enables communication to the individual and others regarding learning plans, achievements, professional development, performance capability and competency based on collated evidence. There is no single way in which a PPP should be put together. An example of a PPP template is available at /emplibrary/mcpc/Portfolio_Example_Nursing.doc.
Continuing Professional Development
Participation in continuing professional development (CPD) is a widely accepted method for measuring and demonstrating ongoing nursing competence. It is a requirement of the Nursing and Midwifery Board of Australia that nurses participate in at least 20 hours of CPD each year and that documentation of participation will include dates, a brief description of the outcomes, and the number of hours for each activity. In addition all evidence of CPD should be verified. A form for capturing CPD is available: Continuing Professional Development (CPD) Record Sheet – Nursing.
The RCH provides a wide variety of ongoing educational opportunities including in-service education, study days, workshops, seminars and short courses. Most nursing education is coordinated through the Mackinnon Nursing Education and Development Centre. For more about nursing education opportunities, see Nursing Education Calendar.
Performance and Development Assessment Program (PDAP)
The PDAP is a continuous process conducted over a 12 month period, which reflects on past performance and focuses on future outcomes. The PDAP is based on two principles
- What we do (KPI’s) AND how we do it (Values and Behaviours)
- Managers/supervisors and their staff:
- Working together to achieve desired outcomes
- Communicating openly
- Providing regular feedback to each other and
- Formally reviewing individual performance at least twice per year.
The PDAP tool is dynamic document that should be used from the commencement of employment to record KPIs and a development plan. See Staff Performance Development and Assessment 2010/11
