Healthcare professionals' experience regarding competencies in specialized and primary stroke units: A qualitative study

• Published in: Journal of vascular nursing 2024-03, Vol.42 (1), p.26-34
• Main Authors: Hyvärinen, Satu, Jarva, Erika, Mikkonen, Kristina, Karsikas, Eevi, Koivunen, Kirsi, Kääriäinen, Maria, Meriläinen, Merja, jounila-Ilola, Päivi, Tuomikoski, Annukka, Oikarinen, Anne
• Format: Article
• Language: English
• ISSN: 1062-0303; 1532-6578
• DOI: 10.1016/j.jvn.2023.11.006

•High-quality stroke care requires both in-depth and wide-ranging professional competences.•Competence in stroke care require interaction skills as well as multiprofessional collaboration.•Clinical competence relies on strong theoretical understanding of stroke as a disease.•Multidisciplinary emotional support competency is required to aid patients and families in stroke recovery.•High-quality stroke care requires competence in self-management and continuous development. To describe healthcare professionals’ experience of needed competence in patient stroke care within specialist and primary healthcare. Healthcare professionals who provide stroke care need multifaceted, multi-professional skills; ongoing training is important for competent stroke care. A descriptive qualitative study. Six focus group interviews with semi-structured interviews were conducted in October and November 2020. Healthcare professionals (n = 25) working in stroke care units in both specialist and primary healthcare settings were interviewed. The interviews were recorded, transcribed and analyzed inductively by content analysis. The study was conducted, and results were reported according to the Consolidated Criteria for Reporting Qualitative Research. Five main categories were identified: clinical competence; multiprofessional networking competence; competence in interaction skills; emotional and psychoeducational support competence; and self-management and development competence. Competence in stroke care includes both in-depth and wide-ranging professional competences that require ongoing development. Utilizing various education models and collaborative learning approaches can help meet the requirements for developing competence in stroke care. No patient or public contribution