Implementing staff development specialist competencies
Assessing the clinical competency of healthcare professionals is, arguably, the center of
attention for many managers and educators.
Staff development specialists are responsible for developing clinical competency
programs and assisting with their implementation.
But what about assessing the competency of staff educators? Historically, there has been
little research undertaken or published that deals with the competency of staff
development specialists.
This deficit inspired Barbara A. Brunt, MA, MN, RN-BC, director of nursing
education and staff development at Summa Health System in Akron, OH, to conduct
research for the purpose of identifying and implementing a competency program for staff
educators.
The starting point was participation on a project conducted jointly by the National
Nursing Staff Development Organization (NNSDO) and the American Nurses
Association Council on Continuing Education and Staff Development Task Force on
Advanced Practice. The purpose of this collaborative effort was to identify advanced
competencies in continuing education and staff development.
Data were obtained using a Delphi study technique. A series of questions regarding
advanced professional development competencies were sent to nurses certified in
continuing education and professional development.
A panel of experts reviewed responses and -eventually identified 63 advanced practice
competencies. Brunt, however, wanted to identify competencies for all levels of staff
development practitioners.
“I reviewed the literature and came up with some basic competencies,” says Brunt. “But
these had no performance criteria and were all subjective. I did a pilot study to validate a
method to identify performance criteria for 10 competency statements. I got lots of
feedback from participants, who were nurses certified in continuing education and
professional development.”
Brunt was able to identify a total of 109 competency statements.
“Obviously, these were too many,” she says. “Over a period of several years, I
consolidated and grouped competencies and performance criteria based on feedback from
participants.”
Brunt was able to get some financial help in the form of grants from the NNSDO, the
Ohio Nurses Foundation, and the Delta Omega chapter of Sigma Theta Tau. She also
paid for a significant part of the research herself. (For a summary of key points of the
study, see “Overview of the research study” below.)
Brunt eventually identified 72 competency statements and placed them in a framework
according to Benner’s novice-to-expert continuum. Brunt is quick to point out that
educators are not expected to achieve all 72 competencies.
“The reason I used Benner’s framework was to group competencies according to level of
experience,” she says. “A new educator certainly can’t be expected to achieve advanced
competencies.”
Brunt began implementing the competencies in 2004–2005 and says her staff members
tell her that use of these competencies make sense. They believe that the competencies
provide structure and consistency for the performance evaluation process.
Overview of the research study
 Starting point: Advanced Practice Report (National Nursing Staff
Development Organization, 1997), outlining 63 advanced practice
competencies in continuing education and staff development
 Development of a self-assessment tool with 116 basic and advanced
competencies
 Completion of a pilot study to validate a method to identify performance
criteria for 10 competency statements
 Nine additional studies completed to identify performance criteria for a total
of 109 competency statements
 Validation of survey results for 25 competencies by a group of academic
educators
 Consolidation and grouping of competencies and performance criteria using
American Nurses Association standards, Harden’s model, and Benner’s
framework
 Testing of researchers’ “novice” to “expert” categorization with a group of
local and national staff development educators
 Development of final Nursing Professional Development Educator
Competency Tool
Implementing the competencies
Brunt began using the competencies she identified in her extensive research conducted in
2006 in a twofold process. First, she identified two competencies that all instructors were
expected to achieve. The competencies dealt with presentation skills and a specific
procedural skill related to teaching nursing staff members how to use the automated
external defibrillator. Brunt selected these competencies because they were relevant to all
educators and provided a good starting point from which to initiate the competency
process.
The following year, she selected competencies dealing with quality of instruction and
quality of documentation of educational events.
Each pair of competencies is assessed on alternate years. Thus, the staff development
competency assessment stems from skills that all instructors, regardless of their staff
development experience, are expected to achieve.
The second aspect of competency assessment is based on an ongoing evaluation process.
“The expectations of a new educator differ from those of a seasoned instructor,” says
Brunt. “Higher-level competencies are used to evaluate the job performance of more
experienced instructors. New instructors are evaluated on the more basic competencies.”
During the evaluation process, goals are identified based on more advanced
competencies. “Instructors have a copy of the complete competency tool,” says Brunt.
“We talk about what they are expected to achieve. It is a practical way of evaluating
expertise and facilitating a mutual goal-setting process.”
The competency process “provides a comprehensive view of the staff development role,”
she says. “It clarifies roles and responsibilities and provides guidance for both novice and
expert. It provides structure, objectivity, and consistency.”
Brunt has published her research findings (Brunt, 2007) to add to the body of staff
development knowledge.
You can view a sample portion of the competencies on page 4 of this document.
The American Nurses Association is using Brunt’s book as a resource for the next edition
of Scope and Standards of Practice for Nursing Professional Development, due out for
public review and comment in June.
Brunt believes that her work will help facilitate evidence-based practice (EBP) in staff
development, a process that promotes ongoing assessment and improvement of the
education department’s effectiveness (Avillion, 2007).
“I believe that the trend toward EBP in staff development is important,” she says. “We
must ensure that whatever strategies we use are evidence-based and lead to improved
practice.”
References
Avillion, A.E. (2007). Evidence-Based Staff Development: Strategies to Create, Measure,
and Refine Your Program. Marblehead, MA: HCPro, Inc.
Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing
Practice. Menlo Park, CA: Addison-Wesley.
Brunt, B. (2007). Competencies for Staff Educators: Tools to Evaluate and Enhance
Nursing Professional Development. Marblehead, MA: HCPro, Inc.
Source: Adapted from The Staff Educator, May and June 2009, HCPro, Inc.
Sample staff development competencies
“Doing the Right Thing” Competencies - Educator Role
 if
comp
met
1. Designs and revises educational activities:
a. Plans education activities based on assessment data
b. Develops objectives that are relevant, realistic, and measurable
c. Incorporates teaching/learning strategies to address identified needs and
goals
d. Identifies qualified faculty for educational activities
e. Uses up-to-date and accurate resources/materials in presentation
f. Revises activities based on evaluation data
g. Ensures required paperwork is completed to comply with agency or
other regulatory requirements
2. Uses a variety of teaching strategies and audiovisuals:
a. Bases audiovisuals on the size of the group, setting, and equipment
available
b. Selects teaching methodology on desired learning outcome(s), learner
needs, and environmental constraints
c. Ensures audiovisuals are easily read, attractively designed, and have
current content
d. Uses a variety of teaching strategies to get learners actively involved
e. Ensures audiovisual equipment is operational, troubleshooting as
necessary
f. Promotes critical thinking, application, and synthesis of knowledge
g. Evaluates the effectiveness of teaching strategies during and after the
presentation
Source: Competencies for Staff Educators: Tools to Evaluate and Enhance Nursing
Professional Development. By Barbara Brunt, MA, MN, RN-BC. Published by HCPro,
Inc. For more information, visit www.hcmarketplace.com/prod-4940/Competencies-forStaff-Educators.html.