Beyond Checking the Box: Developing Meaningful Introductory Competencies

Abstract

Orientation checklists are traditionally lengthy, and are often missing measurable statements or sufficient verification methods to validate an employee’s competence. Additionally, checklists focus on technical skills and often neglect other domains of competency, such as critical thinking and interpersonal interactions. A large academic medical facility sought to document meaningful orientation competencies that reflected performance expectations, rather than just “checking the box.” Over a two year period, master’s prepared nurses specializing in education, led a group to develop a process to create and validate orientation competencies. Nurses with varied experience and backgrounds participated in the process. After a literature review, the group identified categories of core competencies capturing the essence of the nurse’s role. The group identified multiple verification methods appropriate to measure various domains of competency. Specialty areas added a limited number of competencies to address needs specific to their practice. The core competency categories and verification methods were communicated and implemented by the central nursing staff development committee. This new process provides structure and consistency for introductory nurse competencies, recognizes core knowledge common to all licensed nurses, acknowledges the needs of specialty care, and meaningfully validates competence within a document that is significantly more concise. This presentation provides evidence-based literature related to competency verification, an overview of the process taken to implement meaningful introductory competencies, and a sample of completed competency verification forms that can be used as a template for educators.