Towards a competency assessment tool for nurses in ethics meetings.

BACKGROUND: Nurses require specific knowledge, skills and attitudes to participate competently in various forms of ethics meetings. The literature does not state the contents of the knowledge, skills and attitudes nurses need for ethics meetings. Without such a competency profile, it cannot be assessed in how far nurses actually possess these qualities for ethics meetings. OBJECTIVE: Corroborating an existing profile of the requisite knowledge, skills and attitudes in the form of a questionnaire contributes to the development of a tool to determine the competence nurses need for ethics meetings. QUESTION: In how far can this profile be confirmed by a quantitative follow-up in a random sample? DESIGN: A questionnaire was developed to determine in how far nurses with prior involvement in ethics meetings recognise the earlier competency profile as important and comprehensive. PARTICIPANTS: It was made available to subscribers of the digital newsletter of three widely read nursing journals in the Netherlands. Data collection and analysis took place in the spring of 2013. ETHICAL CONSIDERATIONS: Care was taken to state explicitly in the questionnaire that participation in the survey was completely voluntary and anonymous. FINDINGS: To a high degree, nurses with involvement in ethics meetings recognise the knowledge, skills and attitudes from the earlier interviews when presented as a survey. DISCUSSION: Although the sample was small, the respondents and the results reflect known characteristics of nurses serving on ethics meeting. CONCLUSION: This may be helpful to recruit and prepare nurses for professional ethics in nursing care, and to develop a tool to assess to what extent nurses actually possess competence for ethics meetings.

Being the minority: Christian healthcare professionals in The Netherlands.

In many societies, spirituality is no longer specifically religious or affiliated in a traditional sense. This is especially true in The Netherlands. This study examined the qualities of Dutch Christian healthcare professionals, opportunities and threats to being Christian, and their perceived need for support to be Christian. Respondents (N = 672) had a highly homogeneous picture of the qualities, opportunities, and challenges of living out faith at work. However, they do not think they have the qualities or opportunities to be overtly Christian and would like support to be more explicit in their faith.

A Calvinist account of nursing ethics.

A relatively small but intellectually robust strand in the Christian religion is the Reformed tradition. Especially, its Calvinist sensibilities inform this Protestant stance towards human culture in general and vocations in particular. Correspondingly, there are some small but robust contributions to academic discourse in nursing ethics. So far there has been no attempt to bring those together as a distinct approach. This article suggests such a Reformed Christian, especially Calvinist, account of nursing ethics. Central to the Reformed perspective is the notion that God is sovereign over all of creation and culture and hence that there can be no religiously or morally neutral area in human life. Consequently, nursing is not seen as professional to the extent it is based on research evidence or theoretical models, but to the extent it serves the ultimate purpose of the practice of care. In the Reformed view, this purpose is fostering the well-being of human beings in need as intrinsically valuable. Nurses are professionals who accept this responsibility, that is, the whole of expectations holding for personal qualities, conduct and outcomes, required to serve the purpose of care. As this is a moral purpose, succeeding or failing to live up to these expectations is the source of moral issues in nursing.

Nurses serving on clinical ethics committees: a qualitative exploration of a competency profile.

The competency profile underlying higher nursing education in the Netherlands states that bachelor-prepared nurses are expected to be able to participate in ethics committees. What knowledge, skills and attitudes are involved in this participation is unclear. In five consecutive years, groups of two to three fourth-year (bachelor) nursing students conducted 8 to 11 semi-structured interviews each with nurses in ethics committees. The question was what competencies these nurses themselves say they need to participate in such committees. This article reports the aggregate of the 52 interviews in these five studies. Regarding knowledge, the article reports on health law, ethics and professional knowledge. Regarding skills, communication is mentioned, as are professional skills and skills for 'doing ethics'. An open and respectful attitude towards patients and fellow committee members is required, as well as commitment to patient care, committee work and professional ethics. The right attitude for a nurse in an ethics committee is said to include a reflective and perceptive attitude, along with an awareness of one's own limitations and convictions. A detailed competency profile for nurses' participation in ethics committees as outlined in the recommendations may serve nursing education, institutional committees and nurses themselves to meet the demands of nurses' preparation for clinical ethics consultations.

Nursing competencies for spiritual care.

AIM: This paper aims to answer the question: What competencies do professional nurses need to provide spiritual care? BACKGROUND: Nursing literature from The Netherlands shows little clarity on the qualities that nurses require to provide spiritual care. Although the international literature provides some practical guidance, it is far from conclusive on the required qualities of nurses. METHOD: A qualitative literature review was conducted to draw together information from the nursing literature in order to formulate nursing competencies. A format developed for higher nursing education in The Netherlands was used; this consists of description of a general domain, specific competencies, vignettes, key focus and objectives. RESULTS: The resulting competency profile has three core domains (awareness and use of self, spiritual dimensions of the nursing process, and assurance and quality of expertise) and six core competencies (handling one's own beliefs, addressing the subject, collecting information, discussing and planning, providing and evaluating, and, integrating into policy). DISCUSSION: Spirituality is a field in nursing that is still in its infancy. CONCLUSION: This literature review yields a competency profile that may help to structure future care, research and education in spiritual care by nurses. Implications of the work for future research and education are discussed.