The Saudi Arabian Baccalaureate Nursing Competencies

The Saudi Arabian Baccalaureate Nursing Competencies

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Table of Contents

Introduction ................................................................................... 7

Glossary ...................................................................................... 6

Challenges .................................................................................... 8

Benchmarking ................................................................................. 9

The Saudi Arabian Baccalaureate Nursing Competencies ....................................... 11

Professionalism ............................................................................. 12

Patient Centered Care ........................................................................ 17

Leadership and Management ................................................................. 26

Quality and Safety Management .............................................................. 31

Health Education and Promotion .............................................................. 37

Communication and Information Technology ................................................... 40

Information Technology ...................................................................... 40

Conclusion .................................................................................. 46

Recommendation ............................................................................ 46

References ................................................................................. 48

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Acknowledgments

The nursing profession is the cornerstone of safe health care and the foundation for distinguished medical care. In order to promote and develop this great profession in the Kingdom of Saudi Arabia, a team from the Professional Nursing Council at the Saudi Commission for Health Specialties (SCFHS) has developed and defined basic knowledge and skill competencies in the nursing profession for the bachelor’s level. This step is very important in enhancing the integration between the nursing colleges in the Kingdom and the SCFHS and an important factor for developing nursing professional license examinations that are based on mutual and clear principles that are based on international standards and best practices.

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I am very confident that this important document will have a great role, God willing, in developing the nursing profession in our country, enhancing patient safety, improving chances of success in the professional licensing examination as well as the process of assessing local and international qualifications in the nursing profession to reach more objective and accurate competency assessment processes.

On this occasion, I am honored to thank Ms. Nabeeha Tashkandi, Chairman of the Professional Council for her great effort and care in preparing this important document, which will be a milestone in nursing education in our country, asking God Almighty to reward them with the best reward and to bless their wonderful efforts and the efforts of all sincere in developing this profession Great. I would also thank the members of the council and the representative of the Nursing Dean Council in Saudi Arabia whose names are listed below for their valuable input.

This appreciation also extends to Dr.Fatmah Alsolami, Dr.Manal Banaser, Dr.Nahar AlReshidi, Dr.Roa Altaweli, Ms. Maysaa Mazhar, Mr. Qasem Alnasr and Shougi Makafi respected members of the Nursing Professional Council who have actively been involved in finalizing this project. This work represents the accumulation of various experiences of nursing professionals and hence recommended to be recognized in high regard.

Secretary General, SCFHS

Prof. Ayman Abdo

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Contributors:

Chairperson of the Nursing Professional Council (SCFHS):

NNaabbiihhaa TTaasshhkkaannddii, MSN, RN. Associate Executive Director of Nursing King Abdulaziz Medical City for National Guard, Riyadh Members of the Nursing Professional Council (SCFHS): FFaattmmaahh JJaabbrr AAllssoollaammii, PhD, RN, MSN. Associate Professor Dean of the Faculty of Nursing Faculty of Nursing, Umm Al-Qura University, Makkah MMaannaall BBaannaasseerr, PhD, RN, MSc. Head of Nursing Research and Practice Development Nursing Affairs General Department, Ministry of Health in Saudi Arabia, Riyadh NNaahhaarr MMoohhaammmmaadd AAllRReesshhiiddii, PhD, RN, MSN. Member of Saudi Nursing Associations (SCFHS) Member of the Nursing Professional King Salman Specialist Hospital- Hail

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RRooaa AAllttaawweellii, PhD, RN, MSc, PGCert, PGDip. Director of Midwifery Department at the Ministry of Health in Saudi Arabia Chairperson of the Saudi Midwifery Group MMaayyssaaaa AAbbdduullwwaahhaabb MMaazzhhaarr, MSN, RN. Senior Nurse Supervisor in Nursing Administration at Directorate of Health Affairs in Holy Makkah. QQaasseemm AAllnnaassrr, MSN-Onc, RN. Director of the Oncology Diploma Program - SCFHS/KFSHRC Education Coordinator Oncology Transplant Nursing Nursing Development and Saudization King Faisal Specialist Hospital and Research Centre SShhoouuggii MMaakkaaffii, M.Clin. RN. Head of Nursing Research Education and Staff Development King Fahd Central Hospital, Jazan. The Nursing Dean Council Representative: FFrriiyyaall MMuubbaarraakk AAllqqaahhttaannii, PhD, RN, MSN. Associate Professor Dean of the Faculty of Nursing Faculty of Nursing, Imam Abdulrahman bin Faisal University, Dammam

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THE SAUDI ARABIAN BACCALAUREATE NURSING COMPETENCIES

Glossary

Nursing graduate Graduate of 4 years of Bachelor of Science in Nursing (BSN) and completed the compulsory year of the internship program in the Kingdom of Saudi Arabia.

Competence

A person's overall capacity to demonstrate an autonomous nursing clinical practice that is built on a foundation of scientific knowledge, basic skills, and reflect moral development (ten Cate and Scheele, 2007; Epstein and Hundert,2002).

Competency

The integration of knowledge, skills, values, attitude and abilities expected and required for nurses in their practice settings (Carraccio et al., 2002; Eraut, 1994; Frank et al., 2010).

Knowledge

Broad awareness, understanding and critical view of the principle theories, concepts and terminology of the discipline (Zander, 2007).

Skills

The ability and capacity of using the acquired knowledge effectively to demonstrate competence (Tsimane and Downing, 2019).

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Introduction Competencies are the key to success in producing capable and caring nursing

students. Nursing competencies incorporate core abilities that are required for fulfilling one’s role as a nurse (Fukuda, 2018). Students must have these skills to set them up for professional nursing roles. These competencies are meant to guarantee that graduates have the fundamental information, aptitudes, and performances to enter the workforce and start working in entry level positions (Anema and McCoy, 2010).

In 2018, a health workforce planning conference was held in Riyadh, Saudi Arabia to forecast the future demand of the healthcare workforce in Saudi Arabia. One of the recommendations was to develop and formulate a competency framework for Bachelor degree in nursing. The Nursing Professional Council under the umbrella of Saudi Commission for Health Specialties (SCFHS) was appointed to lead this project and a task force was formed including representation from Deans of Nursing Colleges Committee. Thirty meetings were conducted before finalizing the new framework in a document that is expected to serve as a guide for the creation and updating of the Saudi Nursing Licensing Exam (SNLE) blueprint, a base for registered nurses entry level to practice and a backbone for Saudi Nursing scope of Practice (under development). Moreover, this document supports the national standards of program accreditation.

The taskforce reviewed several International competency frameworks and nursing education guidelines from various countries and benchmarked them in order to formulate and develop a competency framework suitable for the Kingdom of Saudi Arabia (KSA). Literature from various countries like USA, United Kingdom, Canada, Australia, South Korea, Hong Kong were sought to benchmark nursing students’ core competencies. Seven themes were derived and presented in this document with a detailed description under the three (3) domains of learning specified in the Saudi Arabia Qualification Framework (SAQF) which is knowledge, skills and competence.

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The seven themes are:

1. Professionalism. 2. Patient Centered Care. 3. Evidence Based Practice & Research. 4. Leadership and Management. 5. Quality and Safety Management. 6. Health Education and Promotion. 7. Communication and Information Technology.

Challenges 1. Few to none available resources pertaining to nursing student

competencies. 2. Alignment to Saudi Arabian Qualification Framework (SAQF). 3. Selection of core competencies appropriate for nursing students in Saudi

Arabia. 4. Parallelism with the present nursing curriculum. 5. Mitigating gaps between nursing practice, theory and education. 6. Matching the international competency framework to the local context of

Saudi Arabia.

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Benchmarking In order to come up with the new framework, the team conducted

extensive reviews of nursing competencies for both professionals and students from USA, UK, Canada, Australia, South Korea, and Hong Kong. The benchmarked nursing competencies from USA, UK, Australia, Canada and Hong Kong were considered because they showed applicability for the students in KSA. Specifically, these were the (a) Massachusetts Nurse of the Future Nursing Core Competencies: Registered Nurse of Massachusetts (Department of Higher Education Nursing Initiative, 2016), (b) Standards for Competence for Registered Nurse (Nursing and Midwifery Council in the United Kingdom, 2010), (c) National Competency Standards for The Registered Nurse (Nursing and Midwifery Board Australia, 2010), (d) Competencies in The Context of Entry Level Registered Nurse Practice in British Columbia (British Columbia College of Nursing Professional in Canada, 2015) and (e) the Core-Competencies for Registered Nurses (Nursing Council of Hong Kong, 2012).

The task force reviewed all the competencies of nursing boards in USA,

UK, Australia, Canada and Hong Kong and started drafting new core competencies appropriate for nursing students based on the qualification framework in Saudi Arabia. Several meetings were conducted before finalizing the various components in the new framework such as the student’s roles and nursing abilities under the three (3) domains of learning specified in the Saudi Arabia Qualification Framework (SAQF) knowledge, skills and competence.

Domains in each theme are:

Knowledge – Theoretical Factual.

Skills – Practical Application of Knowledge.

Competence – Autonomy and Responsibility, Practice and Attributes.

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The Saudi Arabian Baccalaureate Nursing Competencies

Figure 1. The Saudi Arabian Nursing Graduate Competency Framework

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Professionalism The Nursing graduate will demonstrate accountability and responsibilities for the delivery of nursing care that is consistent with moral, ethical, legal, humanistic and regulatory principles. Competency 1: Professionalism

Knowledge Skills (Application of Knowledge)

Competence (Autonomy and Responsibility, Practice, Attributes)

K1. Recognizes the professional standards of practice for Nursing Professionals.

S1a. Applies nursing in accordance with relevant Saudi Arabia scope of practice for registered nurses and Nursing Professionals.

S1b. Assesses personal capabilities, areas for development and knowledge-based practice.

C1a. Displays professional judgment when using organizational policies and procedures.

C1b. Advocates for patient’s rights

C1c. Demonstrates nursing professional behaviors

K2. Recognizes the differences in accountability and responsibility between registered nurses, nurse technicians and licensed health care assistants.

S2a. Explains the role and responsibility of a registered nurse as a member of the nursing and healthcare team.

S2b. Analyzes breaches of practice that occur to report them to the appropriate person(s).

C2a. Demonstrates a professional presence and models professional behavior.

C2b. Displays responsibilities and the accountabilities for own action, decisions, and professional conduct according to the scope of practice of registered nurses in Saudi Arabia

C2c. Advocates for the dignity, culture, values, beliefs and rights of individuals/groups.

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K3. Underlines the concept of autonomy and self-regulation in nursing practice.

S3a. Explains various sources of autonomy in nursing practice

S3b. Discusses justifications for his/her own decisions related to patient care in health care organization

C3a. Accepts the responsibility to function within appropriate behavioral norms suitable to the discipline of nursing and the health care organization.

C3b. Demonstrates advocacy for nursing’s role, accountability, professional autonomy, and self-regulation.

C3c. Displays a positive image for the nursing profession.

K4a. Describes factors essential to the promotion of professional development.

K4b. Identifies the role of the nursing professional organizations in shaping the future of nursing practice.

S4a. Organizes opportunities for continuous learning.

S4b. Plans professional nursing practice.

C4a. Advocates for continuous learning.

C4b. Values the organizational collaboration for professional development.

K5. Identifies the requirements for delegation and supervision of practice.

S5a. Organizes own work based on priority.

S5b. Employ time management skills to meet responsibilities.

C5a. Demonstrates leadership in patient care by promoting a healthy and culturally safe practice environment.

C5.b. Accepts accountability for directing, monitoring and evaluating nursing care that is provided by nursing technicians and Health care assistants.

C5c. Seeks advice from a senior registered nurse if unsure about the role and competence of nurses’ technicians and Health care assistant when delegating work.

K6. Describes roles and responsibilities as patient advocates.

S6. Appraises situations which need nurse role as patient advocates.

C6. Values responsibilities and nurse role as patient advocates.

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K7. Recognizes values, ethical principles, and decision making that relate to patient care, professional nursing practice and inter-professional collaboration.

S7a. Incorporates the nursing professional code of ethics into the daily practice.

S7b. Applies an ethical decision-making framework in clinical practice

S7c. Judges nursing practice ethical concerns, issues, and dilemmas

C7a. Complies with the application of ethical principles in daily practice.

C7b. Performs in accordance with code of ethics and standards of practice

C7c. Demonstrates honesty and integrity in relationships with patients, families, and other health care team members.

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Patient Centered Care The Nursing graduate will deliver compassionate and coordinated care that recognizes patients’ preferences, values, and needs and respects the patient as an active partner in providing holistic, safe, and effective care.

Competency 2: Patient Centered Care Knowledge Skills (Application of

Knowledge) Competence (Autonomy and Responsibility, Practice, Attributes)

K1. Recognizes the five steps of the nursing process that is suitable for patient, family and community values over life expectancy.

S1a. Assesses patient, family and community values throughout the application of clinical assessment interview, implementation of care plan and, evaluation of care.

S1b. Demonstrates cognitive nursing skills when delivering direct patient care.

C1a. Values the use of scientific examination, as demonstrated in the nursing process, as an essential tool for the provision of nursing care.

C1b. Displays the differences between data collection and assessment.

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K2. Recognizes that care and services are delivered in a variety of settings and different cultural backgrounds along a continuum of care that can be accessed at any point.

S2a. Assesses patient’s preferences and expressed needs throughout the phases of the nursing process.

S2b. Explains personal attitudes about working with patients from different ethnic, cultural and social backgrounds.

C2a. Defends the views and perceptions of patients about health care services.

C2b. Advocates for the patient’s active participation in choices about their health care needs and services.

K3. Describes multiple dimensions of patient-centered care including:

a. Patient/family/community preferences, values

b. Coordination and integration of care.

S3a. Discusses patient values, preferences, and needs with other members of health care team involved in their care.

S3b. Demonstrates patient values and preferences and needs in ongoing assessment,

C3a. Accepts the patient’s view regarding their own health needs and concerns.

C3b. Displays the collaborative care approach involving multidisciplinary team contribution to patient centered care.

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c. Information, communication, and education.

d. Physical comfort and emotional support.

e. Involvement of family and significant other.

f. Care transition and continuity.

clinical interviews, implementation of care plan and evaluation of care phases.

C3c. Applies patient-centered care with compassion and respect for the diversity of human experience.

K4a. Identifies the diversity of the human response to health conditions.

K4b. Describes cultural diversity, ethnic, religious and socioeconomic backgrounds function as bases of patient, family, and community values.

S4a. Plans nursing care to meet the comprehensive needs of patients on cultural, social, ethnic, and religious beliefs influencing human services and nursing practice.

S4b. Explains the effect of personal attitudes, values and

C4a. Seeks learning opportunities in all aspects of human diversity and the inherent values and uniqueness of individuals and populations.

C4b. Accepts diverse backgrounds and cultures of healthcare

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K4c. Recognizes human behavior, which is affected by diverse cultural backgrounds, socioeconomics, race, religious beliefs, gender, lifestyle, and age.

beliefs of diverse patients in the delivery of care.

S4c. Constructs patient-centered care for individuals and groups considering their different beliefs and values.

providers during collaborative care.

C4c. Demonstrates caring practices toward patient, family, community, and population receiving care.

K5a. Recognizes the concept of health across the continuum, comprising chronic conditions, palliative care, and quality of life.

K5b. Identifies the concepts of health maintenance and wellness.

S5a Assesses the degree of physical and emotional well-being and self-care abilities.

S5b Prioritizes the preferences of patient and family for the help of pain, discomfort, distress, and end-of-life care.

C5a. Verifies the role of the nurse in relieving all types and sources of pain and suffering.

C5b. Defends strategies to promote health maintenance/ self-management ability.

C5c. Demonstrates nursing interventions to relieve pain and



S5c. Analyses the impact of personal values and beliefs about the management of chronic conditions, pain and suffering and end-of-life care.

suffering in light of patient values, preferences, and expressed needs.

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Evidence Based Practice & Research The Nursing graduate will be able to conduct scientific research related to current trends, issues in nursing, appraise evidence-based practice by using their clinical expertise and make clinical decisions based on patients’ preferences, experience and values (Adapted from QSEN, 2007). Competency 3: Evidence Based Practice & Research Knowledge Skills ( Application of


K1. Describes the concepts of evidence-based practices (EBP).

S1a. Demonstrates the concept of evidence-based practice as an integral part of assessing best practices.

S1b. Compares clinical findings from summaries of research and evidence.

S1c. Constructs individualized care plan based on best evidence based practice

C1a. Applies findings of research and evidence to areas of practice.

C1b. Accepts the responsibility to maintain professional development in clinical practice based on new evidence-based practice.

C1c. Displays the importance of accessing relevant clinical evidence.

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Competency 3: Evidence Based Practice & Research Knowledge Skills ( Application of


K2. Identifies the role of evidence based on deciding best clinical practice.

S2. Combines own experience and clinical skills limitations before finding evidence and altering clinical practice.

C2. Use best practice and evidence based at the patient level, clinical level and population level as well as throughout the health care system.

K3. Recognizes rationale for evidence based when developing or modifying clinical practices.

S3. Interpret evidence based when developing or modifying clinical practices.

C3a. Integrates new evidence into standards and guidelines of nursing practice.

C3b. Displays the importance of accessing relevant clinical evidence.

K4. Outlines current trends, issues and relevant research topics in nursing and in the community.

S4a. Appraises clinical information critically.

C4a. Seeks relevant information tocontemporary healthcare issues.

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Competency 3: Evidence Based Practice & Research Knowledge Skills ( Application of


S4b. Constructs clinical questions for potential research.

C4b. Realizes contemporary issues affecting the individual and the community.

C4c.Seeks to collaborate with health-care team members to respond to changes in the healthcare system by recognizing changes reflecting on the current trends and issues in nursing and in the community.

K5. Recognizes the knowledge and techniques of scientific research.

S5. Discusses the guidelines and requirements for protecting human subjects for research purposes.

C5a. Complies with ethical conduct in practice and research.

C5b. Demonstrates an appreciation for attending research classes.

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Leadership and Management "The Nursing graduate will demonstrate leadership and management competencies to have affect the conduct of nursing and healthcare professionals in their community in a way that will facilitate the establishment and fulfillment of shared goals". (Tomey, 2009)

Competency 4: Leadership and Management Knowledge Skills ( Application of


K1. Identifies leadership and management theories and styles.

S1a. Employs leadership skills in patient care by promoting health and appropriate culturally sensitive practice.

S1b. Demonstrates leadership behaviors throughout collaboration and communication with other health care team.

C1a. Values the importance of nursing leadership role.

C1b. Demonstrates teamwork with members of the healthcare team in delivering patient care.

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K2. Describes aspects of clinical governance, responsibility and accountability.

S2a. Illustrates high standards of care to cultivate excellence in nursing practice.

C2a. Recognizes the value of clinical governance in health care to ensure safety and quality.

C2b.Displays accountability and commitment throughout the nursing performance.

K3. Recognizes the role and responsibility of a registered nurse as a member of the health care team.

S3a. Demonstrates management skills in planning, organizing, staffing, directing and controlling.

S3b. Appraises healthcare team diversity in culture, communication, contribution and input.

C3a. Accepts responsibility in completing assigned work and communicating about completed and incomplete work.

C3b. Advocates for the diversity and expertise of each member of the health care team.

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K4. Recognizes critical thinking and problem-solving processes.

S4a. Discusses critical thinking skills in relation to knowledge and technology that is used to improve and support patient care and advance nursing practice.

C4a. Displays the critical thinking process in the management of patient care.

C4b. Uses basic conflict resolution strategies in different situations through critical thinking and decision-making skills.

K5. Describes change management strategies.

S5a. Examines consequences, plans ahead, and change approaches to improve outcomes.

S5b. Discusses the implementation of the change process to improve patient care, work

C5a. Accepts new ideas and innovation to improve patient care and remain open to new initiatives and approaches.

C5b. Applies change management strategies according to different situations and contexts.

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environment, patient and staff satisfaction.

S5c. Explains the reasons and essence of change.

K6a. Identifies the principle of motivation and self-growth in face of stressor and changing demand.

K6b. Underlines basic principles of stress management technique.

S6a. Summarizes personal attitudes, beliefs and experiences influence one's leadership style.

C6a. Demonstrates motivational approaches based on exist situations through critical thinking and decision-making skills.

C6b. Seeks opportunities for improvement and ongoing learning.

C6c. Completes tasks under pressure and within the expected timeframe.

C6d. Recognizes own limits and challenges and consults with

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Knowledge) Competence (Autonomy and Responsibility, Practice, Attributes) nursing and other health professionals to enhance professional growth.

K7. Describes the principles of accountability and delegation.

S7. Applies principles of delegation for nursing activities based on the competence of delegated staff.

C7a. Displays accountability for own decisions, professional judgment and actions.

C7b. Accept accountability when delegating to other nursing support teams by directing, monitoring and evaluating nursing care provided to ensure safety.

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K8. Recognizes health care challenges and the process of policymaking.

C8. Discusses health care challenges that affect the nursing profession and patient care.

C8a. Participates in policy development activities that will support safe and standardize patient care.

C8b. Displays the nursing role in the contribution and advocating for changes in policies and practice.

Quality and Safety Management "Quality: The Nursing graduate will be aware and uses information to display the effects of care given and uses improvement techniques to design and check modifications to continuously enhance the fine and protection of health care systems". (QSEN, 2007)

"Safety: The Nursing graduate will minimize chance of harm to patients and health care providers through both system effectiveness and individual performance". (QSEN, 2007 )

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Competency 5: Quality and Safety Management Knowledge Skills ( Application of


K1. Identifies basic safety principles within healthcare sector.

S1a. Demonstrates strategies of patient safety and risk management skills.

S1b. Appraises the accountability of both individuals and the system for a safe culture.

C1a. Verifies a culture of safety and security for the client without violating any of the patient's rights.

C1b. Displays effective use of technology and standardized practices that support safe practice.

K2. Identifies the roles of patients, families, individual clinicians, healthcare teams and systems that contribute to promoting safety and reducing errors.

S2a. Analyzes unsafe practices by self and others.

S2b. Judges the value of analyzing system and individual accountability when errors or near misses occur.

C2a. Performs risk management analysis and system enhancement to reduce the risk of harm to self and others.

C2b. Accepts responsibility for own actions and decisions, including personal safety.

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C2c. Demonstrates responsibility to communicate observations or concerns related to hazards and errors involving patients, families and/or healthcare team.

K3a. Describes general categories of risk and hazards in care.

K3b. Describes the steps of the risk management process and communication.

K3c. Identifies predictors of occupational hazards.

S3a. Distinguishes types of risk based on critical thinking and perform steps of risk management processes.

S3b. Discusses safety measures to protect self and colleagues from injury or potentially abusive situations (e.g., aggressive clients, appropriate disposal of

C3a. Displays the importance of transparency in communications with patients, families and healthcare team around safety and adverse events.

C3b. Adheres to maintain an environment that enables patient’s safety, independence, quality of life, and health.

C3c. Demonstrates compliance with personal protective

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sharps, lifting devices, low staffing levels, increasing workload and acuity of care).

equipment (PPE) and standard precautions.

K4. Describes processes used in understanding the causes of error and the allocation of responsibility and accountability.

S4a. Uses an organizational reporting system for reporting errors.

S4b. Discusses the accountability of all healthcare providers and the complexity of healthcare system.

S4c. Applies the principles of reliability to health care system to prevent failure, identify and mitigate failure

C4a. Volunteers in data collection to facilitate effective provision of care and system improvement.

C4b. Complies with the systems' benchmarks that arise from established safety initiatives.

C4c. Uses established safety resources for professional development and to focus attention on assuring safe practice.

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and redesign process in identified failure.

C4d. Completes safety surveys and error reporting to improve the overall reliability of a complex system.

K5. Recognizes effective strategies to minimize interruption and relying on memory and recall in patient care.

S5. Demonstrates appropriate strategies to reduce reliance on memory and interruption.

C5. Pursues the accountability of both individual and system for maintaining a safe culture.

K6. Describes the difference between quality improvement and quality management within the nursing context.

S6. Creates information about quality improvement in own health care settings and from relevant institutional, regulatory

C6a. Demonstrates that quality improvement activities are an essential part of nursing practice.

C6b. Displays Compliance with principles of quality improvement.

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bodies from local or international sources.

K7. Recognizes the role of nursing that contributes to the system of care and process that affects outcomes.

S7a. Evaluates system improvement based on clinical practice data.

S7b. Discusses quality improvement initiatives to make the process of care interdependent and explicit.

C7. Values the importance of team collaboration in quality improvement projects and values the input of the inter-professional team.

K8. Underlines methods and processes for quality care improvement.

S8. Supports standardization of quality improvement projects that enhances patient care.

C8a. Volunteers in the analysis, development, implementation and evaluation of quality projects focusing on clinical practice to enhance policies that guide the delivery of care.

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C8b. Follows the national and international quality standards and benchmarks.

K9. Describes the quality improvement project with the awareness of diverse populations and issues.

S9a. Construct changes in the delivery of care with consideration to a diverse population.

S9b. Demonstrates best practices to prevent harm.

C9a. Displays the value of the individuals and team inputs in improving patient care and outcomes.

C9b. Volunteers in the use of quality improvement practices.

Health Education and Promotion

The Nursing graduate will be able to identify communities, individuals and patients’ needs related to their health preventions, and promote healthy behaviors by providing health information and educational activities using reliable resources with respect to different age groups and cultural backgrounds.

Competency 6: Health Education and Promotion Knowledge

Skills ( Application of Knowledge)


K1a. Recognizes up to date educational theories.

K1b. Identifies the concept of health education, and related teaching strategies.

S1a. Demonstrates teaching skills through providing health education to patients and families.

S1b. Explains educational principles and counseling techniques appropriately and effectively with respect to diversity.

C1a. Seeks related theories and principles related to education and delivery of information.

C1b. Applies theories and practice of health education and health promotion for the individual, group and community with respect to diversity.

K2. Recognizes health related learning needs of clients with respect to Personal, environmental and community health backgrounds.

S2. Uses information from different reliable sources for planning and improving health promotion and health education activities.

C2. Responds to the differences inf clients’ health learning needs.

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S2b. Generates health information to specific patient's needs with respect to different age groups and cultural background.

K3a. Identify different modalities of care to support patients' care preferences.

K3b. Recognize principles of disease prevention and health promotion with respect to social and cultural aspects.

S3a. Analyses contemporary health issues affecting the individual and the community.

S3b. Supports the activities for health education and promotion at local, national and international levels.

C3a. Demonstrates communication skills and proper trusted relationship with clients, family and community.

C3b. Displays respect patients' care choices.

C3c. Advocates for patient's rights in regard to treatments plan.

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K4. Describes principles of lifestyle modifications.

S4. Creates an educational plan for disease prevention and quality of life promotion.

C4. Values individual cultural and personal diversity.

Communication and Information Technology The Nursing graduate is expected to maintain effective communication and interaction with patients and their families notwithstanding their co-workers. They will also be expected to foster mutual respect for one another and harbor cooperative decision-making with the outcome of optimizing patient Satisfaction and the overall improvement of the patient’s health outcomes. Information Technology The Graduate Nurse will be expected to take advantage of these developments to analyze and synthesize information in order to collaboratively make critical decisions for the best patient outcome. (National Academies of Sciences, Engineering, and Medicine, 2015)

Competency 7: Communication and Information Technology Knowledge Skills ( Application of


K1. Recognizes the importance of effective and efficient communication with patients and other healthcare providers in both verbal and written forms of communication.

S1a. Demonstrates appropriate information sharing within the scope of practice to individuals/groups.

S1b. Employs written and spoken communication skills appropriate to the needs of individuals/groups.

S1c. Generates clarification when questions, directions and decisions are unclear or not understood.

C1a. Shows the importance of communicating new information and revisions to members of the health care team as necessary.

C1b. Accepts the responsibility to establish appropriate alternative communication methods for individuals/groups who are unable to verbalize their needs.

C1c. Communicates transparently with healthcare providers, patients and the community.

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K2. Describes the nurse's role and responsibility of applying the principles of written, verbal, non-verbal and electronic communication and active listening.

S2a. Clearly and accurately presents self with respect to name, title and role.

S2b. Demonstrate skills in written, verbal, non-verbal and electronic communication.

S2c. Applies established communication policies and protocols within and across health care organizations.

S2d. Practices documentation according to organizational guidelines and procedures.

C2a. Values the effects of psychological, physiological, developmental, spiritual and cultural influences on one’s own ability to communicate.

C2b. Demonstrates honesty, integrity and respect in all professional interactions.

C2c. Demonstrates written and spoken communication skills appropriate to the needs of individuals/groups.

C2d. Displays rapport with individuals/groups to enhances

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Knowledge) Competence (Autonomy and Responsibility, Practice, Attributes) their ability to express feelings inanappropriate context.

K3. Identifies appropriate communication tools utilized throughout patient care.

S3a. Distinguishes different forms of communication including, auditory, visual and tactical relevant to patient's needs.

C3a. Displays the importance of utilizing different communication and documentation tools either electronic or non-electronic.

C3b. Applies clear, concise, effective, electronic, non-electronic, written and non-verbal communication.

K4. Recognizes the skills of interprofessional communication and principles of handover.

S4a. Assess barriers to effective communication.

C4a. Values mutual respected collegial communication.

C4b. Accepts responsibility during a handover of patient information

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S4b.Uses approved organizational communication policies and tools.

with respect to patient confidentiality.

K5. Identifies concepts of Health Information Systems.

S5a. Demonstrates literacy and computer skills necessary to record, enter, store, retrieve and organize data essential for care delivery.

S5b. Creates information systematically in an accessible and retrievable form.

S5c. Operates electronic health records.

C5a. Displays the importance of utilizing information technology within the healthcare system.

C5b. Applies clinical technologies in nursing interventions.

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K6. Describes the role of technology and information management in improving quality, safety and outcomes of patient care.

S6a. Uses information management tools to monitor outcomes of the care process.

S6b. Discusses the limitation of technology and nursing practices that cannot be performed by computers or technology.

C6a. Justifies the contribution of technology as a tool to improve patient safety and quality of care.

C6b. Shares the use of new patient care technologies for safe quality care.

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Conclusion The framework embraces the appropriate core competencies for nursing students to successfully mitigate the gaps between nursing education and practice. The seven identified core competencies encompass the entire nursing curriculum in preparing students for professional nursing roles. Also, the competencies parallel the three domains of SAQF: knowledge, skills and competence.

Recommendation - The nursing colleges need to design nursing program including

curriculum, student activities, assessment tools and evaluation processes in order to achieve these competencies which will be demonstrated by nursing students and graduates at the entry level of practice.

- It is recommended that updates or modifications of the current nursing programs to align their curriculums to fit these competencies.

- It is important to map the competencies with the following:

• Program learning outcomes (PLOs).

• Course objectives.

• Course learning outcome.

• Course content.

• Assessment methods (formative & summative).

• Evaluation tools.

• Teaching strategy.

• Program outcome measures.

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References - Anema, M., 2009. Vision of Competency-Based Education. In: Anema, M., McCoy, J.

(Eds.), Competency Based Nursing Education: Guide to Achieving Outstanding Learner Outcomes. Springer, New York, NY.

- Carraccio, C., Wolfsthal, S.D., Englander, R., Ferentz, K., Martin, C., 2002. Shifting paradigms:from Flexner to competencies. Acad. Med. 77, 361–367.

- College of Registered Nurses of British Columbia (2015). Competencies in The Context of Entry Level Registered Nurse Practice in British Columbia. Retrieved from https://www.bccnp.ca/becoming_a_nurse/Documents/RN_entry_level_competencies_375.pdf.

- Competency-Based Education for Baccalaureate Nursing Judy Honig, EdD, DNP, CPNP Dorothy M. Rogers Professor of Nursing Associate Dean, Academic and Student Affairs Columbia University School of Nursing .

- Education and Training Evaluation Commission (2018). The Saudi Arabian Qualification (SAQF). Framework Level Descriptors. www.etec.gov.sa.

- Epstein, R.M., Hundert, E.M., 2002. Defining and assessing professional competence. JAMA 287, 226–235.

- Eraut, M., 1994. Developing Professional Knowledge and Competence. Routledge,Abingdon.

- Frank, J.R., Snell, L.S., Cate, O.T., Holmboe, E.S., Carraccio, C., Swing, S.R., Harris, P., Glasgow,N.J., Campbell, C., Dath, D., Harden, R.M., Iobst, W., Long, D.M., Mungroo, R.,Richardson, D.L., Sherbino, J., Silver, I., Taber, S., Talbot, M., Harris, K.A., 2010. Competency-based medical education: theory to practice. Med. Teach. 32, 638–645.

- Fukada M., 2018. Nursing Competency: Definition, Structure and Development. Yonago acta medica, 61(1), 1–7. doi:10.33160/yam.2018.03.001.

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- Massachusetts Department of Higher Education Nursing Initiative, 2016. Massachusetts nurse of the future nursing core competencies: Registered nurse.

- Nursing and Midwifery Board of Australia (2010). National Competency Standards for registered Nurse. Retrieved from https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx.

- Nursing Council of Hong Kong (2012). Core-Competencies for Registered Nurses (General). www.nchk.org.hk.

- Nursing and Midwifery Council in United Kingdom (2010). Standards for Competence for Registered Nurses. Retrieved from https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-for-competence-for-registered-nurses.pdf .

- Ten Cate, O., Scheele, F., 2007. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad. Med. 82, 542–547.

- Tsimane, T.A. and Downing, C., 2020. Transformative learning in nursing education: A concept analysis. International journal of nursing sciences, 7(1), pp.91-98.

- Zander P., 2007. Ways of Knowing in Nursing: The Historical Evolution of a Concept. Journal of Theory Construction and Testing, 11(1), 7-11.

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