A competency-based approach to nurses' continuing education for clinical reasoning and leadership through reflective practice in a care situation. Issue 6 (November 2015)

• Record Type: Journal Article
• Authors: Goudreau, Johanne; Pepin, Jacinthe; Larue, Caroline; Dubois, Sylvie; Descôteaux, Renée; Lavoie, Patrick; Dumont, Katia
• Is Part Of: Nurse education in practice. Volume 15: Issue 6(2015:Nov.)
• Page Start: 572
• Page End: 578
• Publication Date: 2015-11
• Subjects: Continuing education -- Competency-based approach to education -- Reflective practice -- Newly graduated nurses; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2015.10.013
• Languages: English
• ISSNs: 1471-5953

Abstract

Abstract: Newly graduated nurses need to demonstrate high levels of competencies when they enter the workplace. A competency-based approach to their education is recommended to ensure patients' needs are met. A continuing education intervention consistent with the competency-based approach to education was designed and implemented in eight care units in two teaching hospitals. It consists of a series of 30-min reflective practice groups on clinical events that newly graduated nurses encountered in their practice. It was evaluated using a descriptive longitudinal evaluative research design, combining individual and group interviews with stakeholders, the analysis of facilitators' journal entries, and a research assistant's field notes. The results suggest that issues associated with the implementation of the continuing education intervention revolved around leadership for managers, flexibility for nursing staff, and role shifting for the facilitators. Newly graduated nurses who participated in the study noted that the reflective practice sessions contributed to the development of both clinical reasoning and leadership. Nursing managers stated the advantages of the intervention on nurses' professional development and for the quality and safety of care. Following the end of the study, participants from two units managed to pursue the activity during their work time. Highlights: We implemented a continuing education intervention for newly graduated nurses. It consisted of a series of 30-min reflections on clinical events on a care unit. Participants and managers reported high satisfaction and belief in its added value. Newly graduated nurses felt it contributed to their competencies. Implementing such a CEI represents a cultural shift in continuing education.