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SCHOPPE: A Competency Based framework for Nursing Management Education . Dr Rubin Pillay Alex G McKenna School of Business, Economics and Government Saint Vincent College Latrobe, Pa . Presentation Outline. Introduction Definition of competencies Rationale for competency based approach

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schoppe a competency based framework for nursing management education

SCHOPPE: A Competency Based framework for Nursing Management Education

Dr Rubin Pillay

Alex G McKenna School of Business, Economics and Government

Saint Vincent College

Latrobe, Pa

presentation outline
Presentation Outline
  • Introduction
  • Definition of competencies
  • Rationale for competency based approach
  • Conceptual framework for health manager performance
  • Methodology and findings – SCHOPPE
  • Conclusion
introduction
Introduction
  • Centrality of nursing
  • The triple challenge of health management
  • Key constraint – management capacity (WHO, 2006)
  • Migration & retention
  • Nurse dissatisfaction
  • Public –Private contrast
introduction1
introduction
  • Management capacity development is important to respond to these challenges

BUT!!!

Historical IQ/aptitude approach not related to outcome/performance. Behaviors attitudes, habits were share by high achievers (McClelland,1973)

The competency based approach

what is competence
What is competence?
  • Underlying characteristics that are causally related to job performance (Boyatzis, 1982)
  • Defined in the context of knowledge, traits, skills and abilities (+values, attitudes)
  • Is a determinant of performance (but not a predictor!!)
  • Should not be inferred from performance
competency based approach facilitates
Competency based approach facilitates:
  • Communication across institutions, departments and program lines
  • recruitment
  • Career growth across health professions and career stages
  • Succession planning
  • Development of standards for best practice
  • Interdisciplinary communications and interactions
  • Peer and self assessment of performance
  • Planning of educational and professional development programs across settings- classroom, workplace and distance format
  • Provides framework for faculty development of best practices
why a nursing management competency model
Why a Nursing management competency model ?
  • Establish core competencies for nurse leaders at all levels of career cycle
  • Strengthening the practice of nurse leaders with academic research
  • Defining continuous learning opportunities for nurse leaders
  • Increasing the professional diversity of nurse leaders
  • Support vision of health leaders.

NB: close to 80% of competencies are generic

hospital vision
Hospital vision
  • Innovation open to new ideas; foster climate for creativity; make safe for new ideas –accept failure
  • Patient focus sensitivity to patient needs, ability to measure and improve patient needs
caveats in the competency based approach for health
Caveats in the competency based approach for health
  • Difficult to have a standard set of competencies
  • Healthcare comprises plurality of organisations- hospitals, clinics
  • Plurality of missions (public vs private sector)
  • Competency development is a context specific field
  • They are always a work in progress
determinants of health manager performance pillay 2010

Social factors

  • Community expectations
  • Peer pressure
  • Patient expectations
  • Social values

Manager motivation

Expectations

Self efficacy

Goals/values

Readiness to change

Performance of Health Managers

Efficiency

Effectiveness

sustainability

Organizational factors

Working conditions

Monitoring systems

Resources

Supervision

Task complexity

Communication

feedback

Competencies of Health Managers

KSAT

Training of Health Managers

) Determinants of health manager performance (Pillay, 2010)

Result

Health outcomes

Client satisfaction

methodology
Methodology
  • In South Africa
  • Multi –phase approach to instrument development
  • Survey (Senior Nurse managers; Public (215), Private (205)
  • Pretested, self-administered questionnaire
    • 51 items(Pillay,2008;Lin et al.,2007;NCHL,2006;Hellriegel et al,2006; Loo and Thorpe, 2004; Calhoun et al., 2004; Mathena,2002;Oroviogoicoechea,1996; AONE,1996)
    • Rate importance (Likert 1 to 5)
    • Factor analysis (PCA); Cronbach’s alpha; Chi square; ANOVA ,Student t test
results respondent characteristics
Public Sector

94/202 (46.53 %)

Female(95.6%)

Age>50 (63%) (Chi sq 13.247, p=0.010)

Exp: 40%<5yrs

Nursing background 98.9%

Formal HCM 94.7

Informal training 90%

Further Training 70%

Private

77/190 (40.53%)

Female (95%)

Age 35-50 (50%) (Chi sq 13.247, p=0.010)

Exp: 40%<5yrs

Nursing background 98.7 %

Formal HCM 80.5%

Informal training 90%

Further Training 56%

ResultsRespondent Characteristics
results
Results
  • Factor Analysis
  • PCA with Varimax Rotation
  • Eigenvalue rule
  • 7 Factors
    • Self management (6 items, α 0.806)
    • Controlling (9 items, α 0.930)
    • Health delivery/clinical (6 items, α 0.889)
    • Organizing (10 items, α 0.923)
    • People related ( 7 items,α 0.904)
    • Planning (6 items, α 0.878)
    • Ethical/Legal/ (4 items, α 0.801)
    • Bivariate analyses: No significant differences between groups except Public sector rated HE/CL higher!
limitations
Limitations
  • Subjective, self assessment
  • Respondents lack of knowledge re the constructs
  • List of competencies not reflective of nursing management
  • Response rate (Lin et al., 2007 – 33.9%)
conclusion
Conclusion
  • Defines context specific model for nursing management education
  • Demonstrates similarity of competencies across sectors/bio-demographic groups
  • Assist in conceptualizing, designing and delivery of programs