Introduction
A concept refers to generalization of knowledge about a particular phenomenon. It can be either abstract or concrete. Concept analysis entails classification of ideas based on their attributes and relation to observable or intellectual phenomena. For instance, nurse competence is a concept that is essential for healthcare professions, and enables employees to execute tasks appropriately. Nurses should be qualified to undertake responsibilities that pertain to clinical practice. Qualification is achieved through education. However, competency entails possession of other aspects such as concept analysis and implementation among others that ensure successful performance of tasks. Nurse competence develops in nurses gradually from a novice to an expert stage. This essay seeks to examine the application of concept analysis in clinical practice.
Method of Concept Analysis
In the context of this article, the Rodgers evolutionary concept has been used variously in evaluation of nursing competence. According to McEwen and Wills (2014), the method is efficient since it considers the current use of a theoretical model. Since nursing concepts are ever changing, they require evaluations that are based on their present-day applications. The Rodgers evolutionary analysis has eight steps that are followed during the process of theory development (McEwen & Wills, 2014).
Rodgers Evolutionary Concept Analysis Method
The following are the eight steps that are involved in the method of nursing concept analysis.
Step 1: Determination of the Concept of Interest
The first step focuses on nurse competency. The driving force behind performance of clinical tasks should be a strong sense of interest. McEwen and Wills (2014) define nurse competency as the ability to perform clinical tasks skillfully and successfully. Proficient healthcare practitioners possess proper talents that are necessary for clinical practice. According to McEwen and Wills (2014), competency is an attribute that is characterized by various mental faculties that enhance understanding of information about a particular phenomenon.
Step: 2 Identification of Surrogate Terms
The second step of concept analysis in the Rodgers evolutionary method involves determination of surrogate terms. According to Smith (2012), there are three surrogate terms, and namely, competence, skilled, and qualified. However, there has been a confusion of the terms competence and competency. Indeed, many authors use the terms interchangeably. Nonetheless, competence is an attribute that is acquired through the nurse’s experience. Contrastingly, competency entails the personality traits of individuals that enable them to control certain behaviors. The term qualified is used to denote certain experiences that make nurses suitable for clinical tasks. The qualifications of a nurse are attained upon completion of educational programs. On the other hand, the term skilled refers to possession of nursing talents (Smith, 2012).
Step 3: Identification of the sample for data collection
This step requires identification of a sample and setting of data collection procedures. Samples comprise literature writings that are obtained from different sources, while setting refers to the preferred publication dates of the articles. This phase of concept analysis is vital for data collection. Data analysis is also performed to identify the surrogate terms, related concepts, antecedents, attributes, and consequences of the nursing ideas (McEwen & Wills, 2014).
Step 4: Identification of the Attributes of the Concept
McEwen and Wills (2014) define attributes as factors that are suitable for development of nurse competence. They are the essential characteristics of any concept. Following the Rodgers evolutionary method of concept analysis, several attributes that must be present for development of nurse competency include self-awareness, morale, and expertise among others (McEwen & Wills, 2014).
Step 5: Identification of References, Antecedents, and Consequences of the Concept
Smith (2012) posits that references show the contexts in which the nurse concept is found. In nurse competence, antecedent events include education attainment and personal expectations. Completion of a nursing education program enables an individual to acquire clinical skills. Nurses who have completed their education program are regarded as qualified. However, competency comprises of many other aspects that must be acquired overtime. Competence development requires involvement in activities that improve an individual’s skills and abilities. Despite acquisition of clinical qualifications, nurses should engage in other educational programs that promote their interaction with the work environment (Smith, 2012)
Smith (2014) defines the consequences of nurse competence as signs that show the level of professionalism. They include confidence, safe practice, and holistic care. Confident nurses believe in their abilities and skills. However, competent nurses perform their tasks as required by their profession. As a result, they are less likely to cause medical errors while handling patients. In addition, competent nurses have wide-ranging experiences that allow them to perform their tasks logically (Smith, 2012).
Step 6: Identification of Related Concepts
According to Smith (2012), efficiency, performance, and confidence are some of the concepts that are related to nurse competence. Although they possess different characteristics, their similarity to competence is vital for holistic analysis of the concept. For instance, efficiency is a measure of the degree to which a nurse is able to perform a clinical task competently. Nursing performance refers to rate of task accomplishment with a view of realizing clinical goals. Lastly, confidence is a concept in which a nurse performs a clinical task with ultimate sureness of success.
Step 7: Identification of a Model Case
This step involves determination of the concepts that are applied in clinical practice. Model cases are real life situations of the application of the concept. Therefore, in concept analysis, it is important to identify and analyze a model case, determine how it can be applied in real life situations (McEwen & Wills, 2014).
Conduct Interdisciplinary Comparisons of the Concept
Conduction of interdisciplinary comparison is the final step in the Rodgers method of concept analysis. It is very important since it provides a comparison between nurse competence concepts and other disciplines in the healthcare sector. However, many definitions of competence exist. Therefore, evaluations of competence in other disciplines can be different; hence, it is crucial to make these comparisons whilst borrowing helpful aspects from such fields (Smith, 2012).
Practical Application of the Concept
This concept is highly applicable in healthcare systems where nursing is practiced. According to McEwen and Wills (2014), incompetent nurses and other medical practitioners often cause medical errors. Sometimes, medical errors result in fatalities. To avoid such situations, it is vital to ensure competence in clinical practice. In addition, only competent nurses are able to perform their tasks correctly and successfully without making mistakes that can affect patients adversely.
Conclusion
This essay reveals that concept analysis is highly applicable in clinical practice. Nurse competency is one of the most important conceptions in the field of nursing. Competent nurses perform their duties satisfactorily upon possession of the required skills. Therefore, the concept of nurse competency should be developed and maintained in healthcare systems. Such practices ensure development of proficient clinical workforce with a view of promoting nursing practices.
References
McEwen, M., & Wills, E. (2014). Theoretical Basis for Nursing. Philadelphia, PA: Lippincott Williams & Wilkins.
Smith, A. (2012). Nurse Competence: A Concept Analysis. Internal Journal of Nursing Knowledge, 23(3), 172-82.