Department of Health Sciences, School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, UK.
Nurse Educ Today. 2013 May;33(5):541-5. doi: 10.1016/j.nedt.2011.12.007. Epub 2012 Jan 17.
Competence is one of the most commonly used words in nursing internationally, yet is a nebulous concept defined in diverse ways by different healthcare practitioners. The slippery nature of the concept often exists purely in the eye of the beholder however, the universal principles are deeply rooted in the measurement of the Registered Nurse's (RN) ability to perform effectively. Competence is a simpler thing to define when recognising where it does not exist in the form of incompetence. The aim of this paper is to present finding from a concept analysis that explored various facets of competence, particularly how it has been interpreted, applied and transformed over the years within nurse education in the United Kingdom. The analysis utilised a systematic review of contemporary evidence base based on theory construction by Walker and Avant (2005), a primary concern being to understand the underpinning conceptual principles that define the concept of competence and competency development and how these may be used to inform our understandings. The analysis identified how influential academics and professional bodies have attempted to provide definitions and concluded that it may be the existence of so many of these definitions, which has compounded the conundrum of what competence really is.
能力是国际护理中使用最广泛的词汇之一，但它是一个模糊的概念，不同的医疗保健从业者以不同的方式对其进行定义。然而，这个概念的模糊性往往纯粹存在于观察者的眼中，其普遍原则深深地植根于衡量注册护士（RN）有效执行能力的标准之中。当认识到不称职的表现时，能力就更容易定义了。本文的目的是展示一项概念分析的研究结果，该分析探讨了能力的各个方面，特别是在英国护理教育中，多年来它是如何被解释、应用和转变的。该分析利用了沃克和奥凡特（2005 年）基于理论构建的当代证据基础的系统回顾，主要关注的是理解定义能力和能力发展概念的基本概念原则，以及如何利用这些原则来加深我们的理解。分析确定了有影响力的学者和专业机构是如何试图提供定义的，并得出结论，可能正是因为存在如此多的定义，才使能力的真正含义变得更加复杂。
