ABSTRACT
Health leaders are faced with a lack of public trust in healthcare governance. This waning trust relationship was further solidified through the pandemic. Improving the relationship between health organizations and the community/citizens/patient partners is a moral imperative of which ethical governance is a significant factor. This article will structure the ethical analysis of patient partners in governance through reviewing who we are, how we function, and what we do on governance boards. Taking an ethical approach will enable the promise of the value and impact of the patient partner to be actualized. Ethical governance that recognizes the significant contributions and value of engaged patient partners can be achieved and may be one of the significant levers required to transform healthcare.
Subject(s)
Patient Participation , Humans , Trust , Governing Board/ethics , Governing Board/organization & administration , Delivery of Health Care/ethics , Delivery of Health Care/organization & administrationABSTRACT
AIM: To assess the extent to which Canadian undergraduate baccalaureate nursing programs have incorporated Canadian competencies for Registered Nurses in primary care into their curricula. BACKGROUND: Canadian competencies for Registered Nurses in primary care have several benefits, including their ability to inform primary care education in undergraduate nursing programs and to assist in building a robust primary care nursing workforce. DESIGN: We conducted a national cross-sectional survey of undergraduate baccalaureate nursing programs (n = 74). METHODS: The survey was conducted between April-May 2022. We used a modified version of the "Community Health Nurses' Continuing Education Needs Questionnaire". Respondents indicated their level of agreement on a 6-point Likert scale with 47 statements about the integration of the competencies in their program (1 = strongly disagree; 6 = strongly agree). RESULTS: The response rate was 51.4%. The overall mean across the six competency domains was 4.73 (SD 0.30). The mean scores of each domain ranged from 4.23 (SD 1.27) for Quality Assurance, Evaluation and Research to 5.17 (SD 0.95) for Communication. CONCLUSIONS: There are gaps in how these competencies are included in undergraduate education programs and opportunities to strengthen education for this growing workforce in Canada.
Subject(s)
Education, Nursing, Baccalaureate , Primary Care Nursing , Students, Nursing , Humans , Canada , Cross-Sectional Studies , Clinical CompetenceABSTRACT
A Delphi (consensus) process was used to obtain national agreement on competencies for registered nurses (RNs) in primary care. A draft of competencies was developed by key informants. Following this, nurses with primary care experience/expertise completed a Delphi survey to rate the importance of competency statements on a six-point Likert scale. Statements not reaching consensus (agreement ≥80%) were modified and included in a second (final) round. The first survey was completed by 63% (n = 86/137) of participants and 84% (n = 72/86) of these participants completed the second survey. Most statements (n = 45) achieved agreement after the first survey; one statement was dropped and two were combined following the second round. The final list of competencies consists of 47 statements across six domains (professionalism; clinical practice; communication; collaboration and partnership; quality assurance, evaluation, and research; leadership). National competencies will help strengthen the RN workforce within primary care, improve team functioning, and support role integration/optimization.
