Implementation and evaluation of a training programme to promote the development of professional competences in nursing: A pilot study

Clinical narratives may be used as a means to improve the acquisition of clinical competences. Even though there are studies that recognize the potential value of clinical narratives to promote nursing professional development, there is no evidence that shows their value as a tool to improve nurses&...

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Published in:Nurse education today 2020-04, Vol.87, p.104360-104360, Article 104360
Main Authors: Choperena, Ana, Pardavila-Belio, Miren Idoia, Errasti-Ibarrondo, Begoña, Oroviogoicoechea, Cristina, Zaragoza-Salcedo, Amparo, Goñi-Viguria, Rosana, Martín-Pérez, Sonsoles, Llàcer, Teresa, La Rosa-Salas, Virginia
Format: Article
Language:English
Subjects:
Clinical narratives
Clinical nursing
Discussion groups
Efficacy
Enrollments
Intervention
Narratives
Nurse-patient relationship
Nurses
Nursing
Nursing care
Patient-centered care
Person-centred care
Pilot projects
Pilot quasi-experimental study
Professional development
Professional training
Quasi-experimental methods
Quasiexperimental Design
Reflective practice
Research Design
Specialization
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Summary:Clinical narratives may be used as a means to improve the acquisition of clinical competences. Even though there are studies that recognize the potential value of clinical narratives to promote nursing professional development, there is no evidence that shows their value as a tool to improve nurses' competences to provide person-centred nursing care. To evaluate the preliminary efficacy of narratives for the development of three nursing professional competences —respect, intentional presence and knowing the person— for providing person-centred care. Using a pre-post quasi-experimental design, a pilot study with a total of 34 nurses enrolled in a training course of nursing specialization was conducted between September 2016 and June 2017. All the nurses received a multi-component intervention based on the Critical Reflective Inquiry model. The strategies of this programme consisted of writing three narratives, attending two masterclasses, participating in a discussion group, and participating in a face-to-face interview. The NarratUN Evaluation tool was used to assess the outcomes. Changes among nurses were analysed using the Wilcoxon signed Rank test. The difference in the means between the pre- and post-intervention scores were statistically significant for respect [0.59 (95% CI 0.23–0.95; p = 0.001)], intentional presence [0.75 (95% CI 0.32–1.17; p 
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2020.104360