Step 0:
Collect relevant literature and white papers that cover most of the central concepts or most
important theories specific to the theme of your workgroup.
Step 1:
Identify the theme specific concepts or theories in the collected literature/white papers.
Step2:
Summarize these concepts or theories in concrete aspects:
- what are the main outcomes ( how do patients, family and other carers benefit)?
- how do these outcomes come about? What must nurses do to realize these outcomes?
(intervention level)
- what is the context that facilitates this to happen and what are the necessary conditions?
Literature
Literature
Literature
Literature
Outcomes=
Desirable
developments
How do
professionals
realize these
Desirable
outcomes
Context=
Conditions and
Necessities for
actualization
Gaps and
opportunities,
possibilities or
potentials
What
How
Where (to reckon
with)
Challenges
Concept
or theory
Concept or
Theory
Concept
or theory
Figure 1
Step 3: see figure 2
For every concept or theory differentiated into the above components we then try to connect
the what, how, where with competences: sometimes they will be related to the knowledge
component (for instance the knowledge of specific interventions necessary to realize an
outcome), sometimes they will be more related to practical skills ( for instance the skills to
apply specific interventions) and sometimes they will be associated with the emotional and
the empathetic quality of the communication in which a certain approach is embedded.
There may be more than one outcome associated with a concept or theory and also more than
one intervention. That’s why in figure 2 there are rows for outcome 1, outcome 2 etc.
Literature
Literature
Literature
Literature
Outcomes=
Desirable
developments
How do
professionals
realize these
Desirable
outcomes
Context=
Conditions and
Necessities for
actualization
Gaps and
opportunities,
possibilities or
potentials
What will be realized
How will it be
realized
Where do
professional have to
reckon with?
What are the
challenges?
Outcome1:………
……………………
……………………
……………………
Knowledge:………
……………………
……………………
Skills:………………
……………………
………….
Emotional
Int/attitudes:………
……………………..
intervention1:…
…………………
…………………
…………………
Knowledge:……
…………………
…………………
Skills:…………
…………………
………………….
Emotional
Int/attitudes:…
…………………
………..
Context1:…………
……………………
……………………
……
Knowledge:………
……………………
…………………….
Skills:………………
……………………
………….
Emotional
Int/attitudes:………
……………………..
Outcome2:………
……………………
……………………
……………………
Knowledge:………
……………………
………………….
Skills:………………
……………………
………….
Emotional
Int/attitudes:………
……………………..
Intervention2:…
…………………
…………………
…………………
Knowledge:……
…………………
…………………
Skills:…………
…………………
………………….
Emotional
Int/attitudes:…
…………………
………..
Context2:…………
……………………
……………………
……
Knowledge:………
……………………
…………………….
Skills:………………
……………………
………….
Emotional
Int/attitudes:………
……………………..
Outcome3::………
……………………
……………………
……………………
…………………….
Knowledge:………
……………………
Intervention3:…
…………………
…………………
…………………
…………
Knowledge:……
…………………
Context3:…………
……………………
……………………
……………………
………………
Knowledge:………
……………………
Concept or
Theory
Competences:
-Knowledge
-Skills
-Emotional
Intelligence and
Attitudes
Knowledge
Skills
Emotional
Intelligence/attit
udes
……………………
Skills:………………
……………………
………….
Emotional
Int/attitudes:………
……………………..
……………………
…..
…………………
Skills:…………
…………………
………………….
Emotional
Int/attitudes:…
…………………
………..
…………………….
Skills:………………
……………………
………….
Emotional
Int/attitudes:………
……………………..
Figure 2
So we have then a theoretical critical input for our literature review in two ways: the one
mentioned above and the emotional intelligence focus in thinking about competences. I
proposes to adopt the ideas formulated in Freshwater & Stickley ( 2004). The heart of the art:
emotional intelligence in nurse education. Nursing Inquiry, 11(2): 91-98 ( Theo sent it us as
attachment) as framework for our concept of competences in which we distinguish the
propositional knowledge, the practical skills and the emotional intelligence. I think that the
emotional intelligence will foremost have an impact on the communication of professionals
with patients. How to link this with the differentiated concepts is something I leave to every
partner to decide on, but base yourself on Freshwater & Stickley (and complementary:
Dusseldorp et al: see attachment).
Step 4:
Compare the content with findings from the stakeholders (workpackage 3).
Knowledge
Skills
Emotional
Intelligence/attit
udes
Outcome1:………
……………………
……………………
……………………
Knowledge:………
……………………
……………………
Skills:………………
……………………
………….
Emotional
Int/attitudes:………
……………………..
intervention1:…
…………………
…………………
…………………
Knowledge:……
…………………
…………………
Skills:…………
…………………
………………….
Emotional
Int/attitudes:…
…………………
………..
Context1:…………
……………………
……………………
……
Knowledge:………
……………………
…………………….
Skills:………………
……………………
………….
Emotional
Int/attitudes:………
……………………..
Findings
from stakeholders
Figure 3
Step 5:
What follows as next step is a selection and prioritizing of the content. How the selection can
be done, we must still reflect on.
Step 6:
I suggest that the prioritized content will only be then (as final step) matched with
pedagogical principles that we will gain from the nursing educational theory and theories
about levels of learning. This is what I would propose the step that follows on the review.