Reato Francesca, Ivziku Dhurata, Lommi Marzia, Bresil Alessia, Andreotti Anna, D'Angelo Chiara, Gorli Mara, Picozzi Mario, Carcano Giulio
Department of Nursing Education, University of Insubria, 21100 Varese, Italy.
Department of Health Professions, Fondazione Policlinico Universitario Campus Bio-Medico, 00128 Rome, Italy.
Nurs Rep. 2025 Jun 3;15(6):200. doi: 10.3390/nursrep15060200.
Ensuring the safety of patients in the operating room, through the monitoring and prevention of adverse events is a central priority of healthcare delivery. In the professionalization of operating room nurses, the processes of identifying, assessing, developing, monitoring, and certifying transversal competencies are crucial. While national and international frameworks have attempted to define such competencies, they often vary in scope and remain inconsistently integrated into education and clinical practice. There is, therefore, a need for a comprehensive and structured identification of transversal competencies relevant to both perioperative and perianesthesiological nursing roles. To formulate a validated and structured repertoire of transversal competencies demonstrated by operating room nurses in both perioperative and perianesthesiological contexts. A qualitative descriptive design was adopted, combining shadowed observation with Hierarchical Task Analysis (HTA). A convenience sample of 46 participants was recruited from a university and a public hospital in Italy. Data were collected between September 2021 and June 2023 and analyzed using content analysis and data triangulation. Through a qualitative, inductive and iterative approach the study identified 15 transversal competencies, 50 sub-competencies, and 153 specific tasks and activities. Specifically, operating room nurses working in perioperative and perianesthesiological roles presented the following transversal competencies: communication and interpersonal relationships, situation awareness, teamwork, problem solving and decision-making, self-awareness, coping with stressors, resilience and fatigue management, leadership, coping with emotions, task and time management, ethical and sustainable thinking, adaptation to the context, critical thinking, learning through experiences, and data, information and digital content management. Each competency was associated with specific tasks observed. This framework complements the existing repertoire of technical-specialist competencies by integrating essential transversal competencies. It serves as a valuable tool for the assessment, validation, and certification of competencies related to patient and professional safety, emotional well-being, relational dynamics, and social competencies. The findings underscore the need for academic institutions to revise traditional training models and embed transversal competencies in both undergraduate and postgraduate nursing education.
通过监测和预防不良事件来确保手术室患者的安全是医疗服务的核心重点。在手术室护士专业化过程中，识别、评估、培养、监测和认证横向能力的过程至关重要。虽然国家和国际框架试图界定此类能力，但它们的范围往往各不相同，并且在教育和临床实践中的整合也不一致。因此，需要全面、结构化地识别与围手术期和围麻醉期护理角色相关的横向能力。 制定一份经过验证的、结构化的手术室护士在围手术期和围麻醉期所展现的横向能力清单。 采用定性描述性设计，将跟踪观察与层次任务分析（HTA）相结合。从意大利的一所大学和一家公立医院招募了46名参与者的便利样本。数据收集于2021年9月至2023年6月期间，并使用内容分析和数据三角剖分法进行分析。 通过定性、归纳和迭代的方法，该研究确定了15项横向能力、50项子能力以及153项具体任务和活动。具体而言，担任围手术期和围麻醉期角色的手术室护士展现出以下横向能力：沟通与人际关系、态势感知、团队合作、问题解决与决策、自我意识、应对压力源、恢复力和疲劳管理、领导力、情绪应对、任务和时间管理、道德与可持续思维、适应环境、批判性思维、通过经验学习以及数据、信息和数字内容管理。每项能力都与观察到的特定任务相关联。 该框架通过整合基本的横向能力，补充了现有的技术专家能力清单。它是评估、验证和认证与患者安全、职业安全、情感健康、关系动态和社会能力相关的能力的宝贵工具。研究结果强调学术机构需要修订传统培训模式，并将横向能力纳入本科和研究生护理教育中。
