Traditional competency management and skill validation is completed by a preceptor, manager, educator or designee observing a skill in real time. Competency management begins upon hire, is closely monitored through orientation and is maintained throughout the employee’s service at an organization. The management and record keeping of competencies is cumbersome and requires a collaborative effort to ensure upkeep. Standardizing and refining the process digitally allows for consistency and accessibility for all.
Methods:
A small test of change was employed in on boarding employees that demonstrated generational user-friendliness and success amongst the continuum of Baby-boomers to Millennial's. Electronic competencies were shared with both orientees and preceptors throughout the length of orientation to document skill progression. During weekly orientee assessment meetings, the educator reviewed electronic competencies in real time to ascertain completion and address any inconsistencies. A streamlined process was then implemented to provide reliability in competency management within the organization inclusive of electronically signatures and uploading documents to a shared confidential folder. A video recording demonstrating orientees and preceptors how to document and update electronic competencies in One Drive contributes to this projects realization and sustainability. The electronic competency management process is also accessible on mobile devices increasing convenience, decreasing duplication of work and conversely increasing productivity of orientees, preceptors, educators and management.
Results:
In 2019, all orientation and annual competencies transitioned electronically utilizing Adobe reader and OneDrive. Nursing Education collaboration with Human Recourses resulted in a process to commence electronic documentation upon hire. Since inception, eleven orientation electronic files have been created and more than 150 annual competencies have been completed and uploaded utilizing this electronic process. During a mandatory annual education “Skills Fair”, electronic competencies decreased paperwork and increased educator dedication to mentoring, guiding and facilitating acquisition of knowledge of attendees. It is estimated that the collaborative time saved per attendee is fifteen minutes.
Conclusion:
The transition from paper to electronic competencies required initial time for training, coaching, troubleshooting and uploading hundreds of files to a shared electronic folder. Once this transition phase was completed, the electronic competency process allowed for accurate record keeping, increased awareness of certification expiration dates, and saved time searching for missing paperwork. It also allowed for open and transparent communication between preceptors, orientees, managers, educators and human resources. By streamlining this process, nurse educators have more time available to assist in the clinical setting for clinical inquiry and in-services.