SCHOPPE: A Competency Based framework for Nursing Management Education

1. SCHOPPE: A Competency Based framework for Nursing Management Education Dr Rubin Pillay Alex G McKenna School of Business, Economics and Government Saint Vincent College Latrobe, Pa

4. Presentation Outline • Introduction • Definition of competencies • Rationale for competency based approach • Conceptual framework for health manager performance • Methodology and findings – SCHOPPE • Conclusion

5. Introduction • Centrality of nursing • The triple challenge of health management • Key constraint – management capacity (WHO, 2006) • Migration & retention • Nurse dissatisfaction • Public –Private contrast

6. introduction • Management capacity development is important to respond to these challenges BUT!!! Historical IQ/aptitude approach not related to outcome/performance. Behaviors attitudes, habits were share by high achievers (McClelland,1973) The competency based approach

7. What is competence? • Underlying characteristics that are causally related to job performance (Boyatzis, 1982) • Defined in the context of knowledge, traits, skills and abilities (+values, attitudes) • Is a determinant of performance (but not a predictor!!) • Should not be inferred from performance

8. What is competence?

9. What is competence ?

10. Competency based approach facilitates: • Communication across institutions, departments and program lines • recruitment • Career growth across health professions and career stages • Succession planning • Development of standards for best practice • Interdisciplinary communications and interactions • Peer and self assessment of performance • Planning of educational and professional development programs across settings- classroom, workplace and distance format • Provides framework for faculty development of best practices

13. Why a Nursing management competency model ? • Establish core competencies for nurse leaders at all levels of career cycle • Strengthening the practice of nurse leaders with academic research • Defining continuous learning opportunities for nurse leaders • Increasing the professional diversity of nurse leaders • Support vision of health leaders. NB: close to 80% of competencies are generic

14. Hospital vision • Innovation open to new ideas; foster climate for creativity; make safe for new ideas –accept failure • Patient focus sensitivity to patient needs, ability to measure and improve patient needs

15. Caveats in the competency based approach for health • Difficult to have a standard set of competencies • Healthcare comprises plurality of organisations- hospitals, clinics • Plurality of missions (public vs private sector) • Competency development is a context specific field • They are always a work in progress

16. Social factors • Community expectations • Peer pressure • Patient expectations • Social values Manager motivation Expectations Self efficacy Goals/values Readiness to change Performance of Health Managers Efficiency Effectiveness sustainability Organizational factors Working conditions Monitoring systems Resources Supervision Task complexity Communication feedback Competencies of Health Managers KSAT Training of Health Managers ) Determinants of health manager performance (Pillay, 2010) Result Health outcomes Client satisfaction

17. Methodology • In South Africa • Multi –phase approach to instrument development • Survey (Senior Nurse managers; Public (215), Private (205) • Pretested, self-administered questionnaire • 51 items(Pillay,2008;Lin et al.,2007;NCHL,2006;Hellriegel et al,2006; Loo and Thorpe, 2004; Calhoun et al., 2004; Mathena,2002;Oroviogoicoechea,1996; AONE,1996) • Rate importance (Likert 1 to 5) • Factor analysis (PCA); Cronbach’s alpha; Chi square; ANOVA ,Student t test

22. Public Sector 94/202 (46.53 %) Female(95.6%) Age>50 (63%) (Chi sq 13.247, p=0.010) Exp: 40%<5yrs Nursing background 98.9% Formal HCM 94.7 Informal training 90% Further Training 70% Private 77/190 (40.53%) Female (95%) Age 35-50 (50%) (Chi sq 13.247, p=0.010) Exp: 40%<5yrs Nursing background 98.7 % Formal HCM 80.5% Informal training 90% Further Training 56% ResultsRespondent Characteristics

23. Results • Factor Analysis • PCA with Varimax Rotation • Eigenvalue rule • 7 Factors • Self management (6 items, α 0.806) • Controlling (9 items, α 0.930) • Health delivery/clinical (6 items, α 0.889) • Organizing (10 items, α 0.923) • People related ( 7 items,α 0.904) • Planning (6 items, α 0.878) • Ethical/Legal/ (4 items, α 0.801) • Bivariate analyses: No significant differences between groups except Public sector rated HE/CL higher!

24. SCHOPPE

25. Schoppe

26. SCHOPPE

27. Rating of Competencies

28. Limitations • Subjective, self assessment • Respondents lack of knowledge re the constructs • List of competencies not reflective of nursing management • Response rate (Lin et al., 2007 – 33.9%)

29. Conclusion • Defines context specific model for nursing management education • Demonstrates similarity of competencies across sectors/bio-demographic groups • Assist in conceptualizing, designing and delivery of programs

30. Thank You!!!!