From: Developing a competency profile for newly graduated registered nurses in South Africa
Predetermined themes | Themes | Similar sub-themes between nurse educators and final-year nursing students | Unique sub-themes of nurse educators | Unique sub-themes of final-year nursing students |
---|---|---|---|---|
Knowledge | Theoretical knowledge | Anatomy & physiology | Community nursing | Microbiology |
‘I think basic anatomy, physiology, pharmacology’ (Nurse educator). | ‘Community, where it talks about community’ | ‘Microbiology and biology.’ | ||
‘His body from the inside out.’ (Student) | ||||
Pharmacology | Patient safety | Management & administration | ||
‘I think basic anatomy, physiology, pharmacology’ (Nurse educator). | ‘Always make sure that you work safe, protect yourself, protect your patients.’ | ‘Everything that comes under Human Resources.’ | ||
‘Pharmacology, it’s a subject that teaches you about all the different types of drugs and how they work.’ (Student) | ||||
Midwifery | Biochemistry | Research | ||
‘Able to deliver a baby.’ (Nurse educator) | ‘Biochemistry is important.’ | ‘Many of them don’t keep up to date with new things coming out, new research.’ | ||
‘Foundation about maternity.’ (Student) | ||||
Sociology | Pathology | Â | ||
‘Sociology specific to us.’ (Nurse educator) | ‘All the conditions, the pathology.’ | |||
‘Community we have sociology’. (Student). | ||||
Psychiatry | Intensive care | Follow-up of patients | ||
‘Third level and fourth level with the psychiatric.’ (Nurse educator) | ‘Fourth year, they … things like ICU.’ | ‘Do follow-ups if needed.’ | ||
‘We also do psychiatry for a year’ (Student) | ||||
Ethos of care | Clinical manifestations | |||
‘Teach them the ethics, to link in with their knowledge and skills, and how to work with the patients.’ (Nurse educator) | ‘The conditions, the pathology, the clinical manifestations.’ | |||
‘Ethos, that teaches you on how to present yourself.’ (Student) | ||||
Medication administering procedures and effects | Fundamental nursing | |||
‘Know the effect of medication on the body’ (Nurse educator) | ‘I think the knowledge they need to have all the basic skills.’ | |||
‘Know which medication helps for hypertension, these are the side effects and why do you use it.’ (Student) | ||||
Nursing diagnosis | Patient diagnosis | |||
‘They have to be able to do basic diagnosis and treatment’ (Nurse educator) | ‘They have to be able to do basic diagnosis and treatment.’ | |||
‘Basic nursing skills, you need to know in order to diagnose.’ (Student) | ||||
Diseases | Patient evaluation | |||
‘Knowledge of the impact of the prominent diseases and ailments.’ (Nurse educator) | ‘They need to know how to evaluate a patient.’ | |||
‘Let’s say a specific condition or a disease then immediately when that person presents then you would know.’ (Student) | ||||
Patient assessment | Patient needs | |||
‘The independent (NQRN) must know how to do the assessment of that patient.’ (Nurse educator) | ‘Knowledge of the person the needs of the patient.’ | |||
‘To deliver quality care to the patient you need to know how to assess.’ (Student) | ||||
Patient treatment | Ward and hospital functioning | Â | ||
‘Know how to issue treatment according to the illness of the patient.’ (Nurse educator) | ‘They need to know how a ward functions and how a hospital functions.’ | |||
‘Know how to issue treatment according to the illness of the patient.’ (Student) | ||||
Patient referrals | Infection control | |||
‘Should refer when it is necessary to refer that particular patient.’ (Nurse educator) | ‘Infection control, it’s very important.’ | |||
‘So that you know this one (patient) I have to refer.’ (Student) | ||||
Community profile | ||||
‘Knowledge of the diseases and the profile and area that they are working in.’ (Nurse educator) | ||||
‘Especially the community, they don’t know much about the conditions that are around’ (Student) | ||||
Holistic care | Physical | Social | Â | |
Quality patient care means caring for a patient in totality, which means you care for his or her physical wellbeing (Nurse educator). | ‘Quality patient care means taking total care of the patients’ needs, the physicals, socials.’ | |||
‘Taking care of patient in every needs of the patient, physically.’ (Student) | ||||
Spiritual | ||||
‘It is if you nurse a patient holistically, spiritually.’ (Nurse educator) | ||||
‘Quality patient care, its nursing a patient like holy, spiritually.’ (Student) | ||||
Psychological | ||||
‘This includes the physical, psychological and spiritual.’ (Nurse educator) | ||||
‘Not just looking at his physical but also his psychological.’ (Student) | ||||
Emotional | ||||
‘Attended in all areas of his being, not only physical but also spiritual and emotional.’ (Nurse educator) ‘ | ||||
It is to holistically care for the patient. You must care physically and emotionally.’ (Student) | ||||
Cultural diversity | Multilingual | Inclusiveness | Acceptance of cultural diversity | |
‘Also must try to be multicultural in terms of language.’ (Nurse educator) | ‘You have to accept people regarding their culture, beliefs, race and sexuality.’ | ‘Their cultures differently, know how to deal with it, and the likes and dislikes of the patient.’ | ||
‘Improve English, for most of the nurses.’ (Student) | ||||
Code of conduct | Professionalism (image) | Professionalism (attitude) | ||
‘Now you see nurses in theatre wearing rings, wearing these fake nails, wearing.’ (Nurse educator) | ‘And your professional conduct.’ | |||
‘On how to handle the patients and how to present yourself.’ (Student) | ||||
Policies and procedures | Scope of practice | |||
‘If a nurse knows what independent functions are, which are the practice of functions that a person do within realize of the law or regulations.’ (Nurse educator) ‘I think if you can know the policies, code of conduct.’ (Student) | ‘I think if you can know the policies, code of conduct, scope of practice.’ | |||
Nurses’ rights | ||||
‘Their rights, [NGRNs] need to know their rights.’ | ||||
Confidentiality and privacy | ||||
‘Towards my patients I must always treat them with dignity and respect and ensure privacy at all times and confidentiality.’ | ||||
Skills | Interpersonal skills | Conflict management | Emotional intelligence | Interaction skills |
‘Able to manage conflict.’ (Nurse educator) | ‘I think she requires emotional intelligence.’ | ‘I think definitely interaction between people.’ | ||
‘I would say, both communication skills and conflict skills.’ (Student) | ||||
Communication | Accommodating | Patient relationships | ||
‘You also need your interpersonal skills, like your communication.’ (Nurse educator) | ‘Working together, accommodating each other.’ | ‘You would have to build a relationship with your patient.’ | ||
‘I think the communication skills are very important (Student) | ||||
Listening | Advocate for a patient | Calm | ||
‘Really being able to listen to your patient, hear what they are saying.’ (Nurse educator) | ‘We must advocate for the patient.’ | ‘When the patient is angry you must always be calm.’ | ||
You need to listen to what the patient is saying here.’ (Student) | Courtesy | |||
‘You must treat everybody with courtesy.’ | ||||
Respect | ||||
‘Respect humanity. It doesn’t matter their social class.’ (Nurse educator) | ||||
‘Respect in general if you can respect a patient then respect the others then you can provide the good patient care.’ (Student) | ||||
Team work | ||||
‘They must be able to cooperate within the team that they are working in, because if they don’t have that, then they don’t work together.’ (Nurse educator) | ||||
‘You are going to be working in a team.’ (Student) | ||||
Management skills | Leadership | Business skills | Administration | |
‘Management skill or leadership skill she has to display.’ (Nurse educator) | ‘Will also have business skill.’ | ‘The admin of a clinic or a hospital.’ | ||
‘You must be a leader; you must know how to lead.’ (Student) | ||||
Management of a ward | Time management | Computer skills | ||
‘And then another thing, for example, we, we should teach them how to run a ward.’(Nurse educator) | ‘Specifically time management skills.’ | ‘You need to have computer skills, there are a lot of computer in it.’ | ||
‘You must know how to manage the ward and to schedule time off.’ (Student) | ||||
Administrative skills | Â | Record keeping | Â | |
‘Yes, record keeping is also very important.’ | ||||
Report writing | ||||
‘They need to have good writing skills, clear writing and good report.’ | ||||
Practical skills | Insertion of intravenous drip | Performance of general nursing procedures | Cardio-pulmonary resuscitation | |
‘Insertion of the intravenous drip.’ (Nurse Educator) | ‘They should be able to perform different procedures.’ | ‘There is a procedure of CPR and then they say practice on a doll.’ | ||
‘Able to put a drip (Student) | ||||
Administering of an injection | Immunisations | Management of aggressive patients | ||
‘To give an injection on the buttocks, on the arm.’ (Nurse educator) | ‘To give an immunisation.’ | ‘If a patient becomes aggressive you must be able to handle it.’ | ||
‘You (NQRN) are going to give injections, so that is basic things that you must know and be able to do.’ (Student) | ||||
Delivering a baby | Administering of medication | Bed-wash of a patient | ||
‘Specialized knowledge also of delivering babies.’ (Nurse educator) | ‘Medication administration skills.’ | ‘How to bed-wash a patient.’ | ||
‘Experience to know how to deliver a baby.’ (Student) | ||||
Monitoring vital signs | Antenatal care | |||
‘How to do blood pressure’ (Nurse educator) | ‘Or antenatal care actually.’ | |||
‘How to monitor the vital signs.’ (Student) | ||||
Blood drawing | Glucose testing | |||
‘Putting drips and draw bloods’ (Nurse educator) | ‘How to bath a patient, test glucose.’ | |||
‘Draw blood, know how to do it.’ (Student) | ||||
Patient observation | ||||
‘They should be able to observe. If you | ||||
see something on a patient then you should be able to do something with that.’ | ||||
Personal skills | Independence | Creative thinking | Flexibility | |
‘Do everything on their own.’ (Nurse educator) | ‘I would say ability to think out of the box.’ | ‘Must be flexible as well.’ | ||
‘Be able to work independently.’ (Student) | ||||
Adaptability | Emotional stability | Diligent | ||
‘They need to adapt to their circumstances.’ (Nurse educator) | ‘Need to have emotional stability herself in order to be able to go on.’ | ‘Don’t do anything half measure – do the procedures properly and don’t be lazy.’ | ||
‘You must be adaptable.’ (Student) | ||||
Patience | Coping | Resilient | ||
‘Patience I think. Patience.’ (Nurse educator) | ‘Be psychologically prepared.’ | ‘Must try to keep their head above water and they would not be able to go sit.’ | ||
‘When it comes to patients we should try to have more patience.’ (Student) | ||||
Assertive | Integrity | |||
‘Assertiveness and certain stubbornness in sticking to do what is right.’ (Nurse educator) | ‘Be responsible and trustworthy so even if no one is there to see what you do.’ | |||
‘Be more assertive.’ (Student) | ||||
Responsible and trustworthy | Confidence | |||
‘Really to be responsible and trustworthy so even if no one is there to see what you do.’ (Nurse educator) | ‘Have the attitude of I can do this, I am able, I have all the competency.’ | |||
‘Only thing that we have to understand to know more is that is to be responsible.’ (Student) | ||||
Courageous | Endurance | |||
Courageous enough, you know, if he can carry out quality nursing care.’ (Nurse educator) ‘Show that courage.’ (Student) | ‘They must have endurance because it’s not easy where they go.’ | |||
Problem-solving | Determination | |||
‘Problem solving skills, it’s very much important.’ (Nurse educator) | ‘They also need determination.’ | |||
Values | ||||
‘Your problem solving abilities would follow logically.’ (Student) | ‘They must have values.’ | |||
Ability to prioritise | ||||
‘The skill to prioritise.’ (Nurse educator) | ||||
‘Be able to prioritise and to say this is what must be done now, the next task is this one.’ (Student) | ||||
Critical analytical thinking | ||||
‘They need that critical analytical way of thinking.’ (Nurse educator) | ||||
‘It must be a critical thinker.’ (Student) | ||||
Decision-making | ||||
‘The skill to make decision, decision-making skills.’ (Nurse educator) | ||||
‘Independent in terms of making decisions.’(Student) | ||||
Crisis management | ||||
‘They have to have effective crises management.’ (Nurse educator) | ||||
‘Handle an emergency situation.’ (Student) | ||||
Innovative thinking | Â | |||
‘So they would learn to think in innovative ways to do something.’ (Nurse educator) | ||||
‘You must think on your feet.’ (Student) | ||||
Improvise | ||||
‘They must really think and what they can do if there are no resources.’ (Nurse educator | ||||
‘If we are learning a particular skill, they will tell us okay but you can use this or that as an alternative.’ (Student) | ||||
Predetermined themes | Similarthemes between nurse educators and final-year nursing students | Uniquethemes of nurse educators | Uniquethemes of final-year nursing students | |
Attitudes | Positive | Compassionate | Non-judgemental | |
‘You should have a positive attitude with the patient.’ (Nurse educator) | ‘She needs as well to have compassion.’ | ‘Like a teenage girl who needs to go for family planning.’ | ||
‘You have to have a positive attitude if you are going to work.’ (Student) | ||||
Caring | Passion | |||
‘If you want to be a nurse, you must have a caring attitude.’ (Nurse educator) | ‘Be passionate about what you are doing.’ | |||
‘You want to help patient to get well and you want to show love to patients.’ (Student) | ||||
Humble | Approachable | |||
‘To place their own needs aside so that the patient always comes first.’ (Nurse educator) | ‘Approachability, welcoming and that reassurance and all those.’ | |||
‘You are never too good to do things like bed wash or changes bed pans or a patient’s diaper.’ (Student) | ||||
Friendly | Sensitive | |||
‘Friendliness knowing that the patient comes first.’ (Nurse educator) | ‘Need to be sensitive.’ | |||
‘Friendly towards the patient, the personnel.’ (Student) | ||||
Empathetic | Helpful | |||
‘The nurse should show empathy, understanding of the patients stories.’ (Nurse educator) | Think of how best can I help this patient.’ | |||
‘The nurse should show empathy, understanding of the patients.’ (Student) | ||||
Life-long learning | ||||
‘You must really be open to learn don’t think I know everything because I am qualified, and realize that you will be a life-long learner.’ (Nurse educator) | ||||
‘You would have to learn from the other nurses.’ (Student) | ||||
Going the extra mile | ||||
‘And also you must go an extra mile.’ (Nurse educator) ‘Nursing is about giving but you get very little back.’ (Student) |