TABLE 1
COMPETENCIES Presenting I Presenting II Presenting III
Human Resources II GENERIC
Performance Management I Performance Management II Research I Research II Research III
Strategic Planning I Teaching I
STREAM SPECIFIC
Evaluating and Assessing I Clinical Leadership I Clinical Leadership II Teaching II
Diagnostics, Therapeutics and Clinical Management
and Assistant Directors of Nursing to develop leadership skills. This role will include acting as shift in charge, providing relief for their manager, supervising the stores and equipment management process, undertaking the development of rosters and leave plans, risk register planning and strategic planning processes.
The Education Career Pathway The career path for education will allow staff who identify an interest in education to be mentored by an expert Nurse Educator or Education Coordinator. Opportunities will include developing teaching skills whilst working in the ward/ unit leading onto experience in the Nursing Education Department to develop experience in course and curriculum design, implementation of programs and evaluation of the impact of education given both on nurses’ knowledge and on patient care.
DEVELOPMENT OF COMPETENCIES The Government of Dubai Behavioral Competency Framework is the basis for all nursing staff appraisals within the Dubai Health Authority. The competencies selected for all three streams [management, clinical & education] are all based on and integrated with the Government of Dubai Behavioral Competency Framework. The elements of this framework include; attributes; creativity and innovation, corporate communication, management and leadership excellence, decision making, effective people management and development, effective use of resources,
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analysis of local and international economic, social, and cultural trends When the nurse’s annual appraisal is
due the related competencies stated in the matrix will be used as evidence of achievement of the behavioral competencies stated in the nurse’s appraisal. The competencies of the matrix
have been externally validated by an internationally accredited university and are currently being internally validated through questionnaires and focus groups. Reliability of the competencies is addressed through set criteria for evaluation and the employment of a small number of evaluators. This will be further explored through the evaluation of the pilot within the focus groups.
EVALUATION OF COMPETENCIES The competencies will be constructed of elements that are both skills based and narrative based. The weighting between these two elements in individual competencies will be dependent on the level of complexity in the competency being evaluated. The weighting of the narrative
TABLE 2
CAREER PATHWAY Grade Management
Clinical Education
7 Director of Nursing 6 Assistant Director of Nursing Advanced Practice Nurse Director of Education & Research 5 Nursing Supervisor 4 Charge Nurse 3
Practice Development Nurse Education Coordinator Clinical Nurse Specialist
2 Senior Staff Nurse 1
Clinical Facilitator Staff Nurse 2
Nurse Educator Clinical Educator
X
X X X
X
X X X X
X X X X
X X X X X X
APPLICABLETO: SN2 (C) X
SN3 (C) X X
CS X X X
PDN X X X X X X X X X X X X X X X
APN X X X X X X X X X X X X X X X X
component will increase proportionally with the level of complexity seen in the competency matrix. For example the testing of basic skills of the competency Presenting I would focus heavily on the use of skills criteria, whereas the evaluation of the competency Presenting III would be heavily focused on narrative criteria. In the more complex competencies
part of the narrative component includes an element of a 360° feedback with the expectation that the gathering of insights from a number of people - junior colleagues, peers and relevant senior colleagues - will allow for a more accurate view of the competency level demonstrated. Evaluators using the narrative competent
will review a process or processes presented by the nurse being evaluated as evidenced by: Participation Comprehension Performance The selection of competency statements
and attendant performance and evidence indicators will differ according to the competency being appraised and by the complexity of the competency.
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