Nurses', midwives' and key stakeholders' experiences and perceptions on requirements to demonstrate the maintenance of professional competence.
OBJECTIVE
To present the qualitative findings from a study on the development of scheme(s) to give evidence of maintenance of professional competence for nurses and midwives.


BACKGROUND
Key issues in maintenance of professional competence include notions of self- assessment, verification of engagement and practice hours, provision of an evidential record, the role of the employer and articulation of possible consequences for non-adherence with the requirements. Schemes to demonstrate the maintenance of professional competence have application to nurses, midwives and regulatory bodies and healthcare employers worldwide.


METHODS
A mixed methods approach was used. This included an online survey of nurses and midwives and focus groups with nurses and midwives and other key stakeholders. The qualitative data are reported in this study.


METHODS
Focus groups were conducted among a purposive sample of nurses, midwives and key stakeholders from January-May 2015. A total of 13 focus groups with 91 participants contributed to the study.


RESULTS
Four major themes were identified: Definitions and Characteristics of Competence; Continuing Professional Development and Demonstrating Competence; Assessment of Competence; The Nursing and Midwifery Board of Ireland and employers as regulators and enablers of maintaining professional competence.


CONCLUSIONS
Competence incorporates knowledge, skills, attitudes, professionalism, application of evidence and translating learning into practice. It is specific to the nurse's/midwife's role, organizational needs, patient's needs and the individual nurse's/midwife's learning needs. Competencies develop over time and change as nurses and midwives work in different practice areas. Thus, role-specific competence is linked to recent engagement in practice.
UCD School of Nursing Midwifery & Health Systems, University College Dublin, Ireland.
Mary
http://orcid.org/0000-0003-3305-0074
M
Casey
School of Nursing and Midwifery, NUI Galway, Ireland.
Adeline
A
Cooney
Catherine McAuley School of Nursing and Midwifery, University College Cork, Ireland.
Rhona
R
O' Connell
Catherine McAuley School of Nursing and Midwifery, University College Cork, Ireland.
Josephine-Mary
JM
Hegarty
School of Nursing & Midwifery, Trinity College Dublin, Ireland.
Anne-Marie
AM
Brady
Department of Nursing and Midwifery, University of Limerick, Ireland.
Pauline
P
O' Reilly
School of Nursing and Midwifery, Robert Gordon University, Aberdeen, Scotland.
Catriona
C
Kennedy
Kerry Centre of Nurse and Midwifery Education, Kerry General Hospital, Tralee, Ireland.
Elizabeth
E
Heffernan
UCD School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
Gerard
G
Fealy
UCD School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
Martin
M
McNamara
UCD School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
Laserina
L
O' Connor
D000328:Adult; D005260:Female; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D008875:Middle Aged; D009721:Nurse Midwives / Q000523:psychology*; D009740:Nursing Staff / Q000523:psychology*; D011361:Professional Competence; D055815:Young Adult
focus groups; nurse practitioners; policy; professional regulation; qualitative research