Educational Innovations 

Mapping HIV Nursing Core Competencies in Entry-Level Education: A Pilot Project

Marilou Gagnon, PhD, RN; Stephany Cator, BScN, RN

Abstract

Background:

Many nursing specialty groups in Canada have developed their own entry-to-practice frameworks to inform nursing curricula. This article focuses on the framework of HIV/AIDS core competencies developed by the Canadian Association of Nurses in HIV/AIDS Care.

Method:

The goal of this pilot project was to map the courses offered in one entry-level program to assess the applicability of the framework as a tool to inform curriculum development.

Results:

This project highlighted competencies that were well covered in the current courses offered in the program, as well as existing gaps. To address these gaps, five areas of improvement were identified.

Conclusion:

The gaps and areas of improvement identified in this project are similar those identified in the nursing literature. As such, they reinforce the importance of incorporating education and training in entry-level programs with actual clinical experiences with and exposure to people living with HIV. [J Nurs Educ. 2015;54(7):409–415.]

Dr. Gagnon is Associate Professor, and Ms. Cator is Research Assistant, School of Nursing, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada.

Dr. Gagnon is a member of the Board of Directors and Expert Advisor of Policy, Research, and Advocacy of CANAC. Ms. Cator has disclosed no potential conflicts of interest, financial or otherwise.

The authors thank the director, Dr. Dave Holmes, and the Assistant Director of Undergraduate Studies, Sylvie Corbeil, for their support throughout this project. The authors also thank the Board of Directors of the Canadian Association of Nurses in HIV/AIDS Care (CANAC) for their support and assistance.

Address correspondence to Marilou Gagnon, PhD, RN, Associate Professor, School of Nursing, Faculty of Health Sciences, University of Ottawa, 451 Smyth Road, Ottawa, Ontario K1H 8M5, Canada; e-mail: marilou.gagnon@uottawa.ca.

Received: August 05, 2014
Accepted: March 07, 2015

10.3928/01484834-20150617-12

Background:

Many nursing specialty groups in Canada have developed their own entry-to-practice frameworks to inform nursing curricula. This article focuses on the framework of HIV/AIDS core competencies developed by the Canadian Association of Nurses in HIV/AIDS Care.

Method:

The goal of this pilot project was to map the courses offered in one entry-level program to assess the applicability of the framework as a tool to inform curriculum development.

Results:

This project highlighted competencies that were well covered in the current courses offered in the program, as well as existing gaps. To address these gaps, five areas of improvement were identified.

Conclusion:

The gaps and areas of improvement identified in this project are similar those identified in the nursing literature. As such, they reinforce the importance of incorporating education and training in entry-level programs with actual clinical experiences with and exposure to people living with HIV. [J Nurs Educ. 2015;54(7):409–415.]

Dr. Gagnon is Associate Professor, and Ms. Cator is Research Assistant, School of Nursing, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada.

Dr. Gagnon is a member of the Board of Directors and Expert Advisor of Policy, Research, and Advocacy of CANAC. Ms. Cator has disclosed no potential conflicts of interest, financial or otherwise.

The authors thank the director, Dr. Dave Holmes, and the Assistant Director of Undergraduate Studies, Sylvie Corbeil, for their support throughout this project. The authors also thank the Board of Directors of the Canadian Association of Nurses in HIV/AIDS Care (CANAC) for their support and assistance.

Address correspondence to Marilou Gagnon, PhD, RN, Associate Professor, School of Nursing, Faculty of Health Sciences, University of Ottawa, 451 Smyth Road, Ottawa, Ontario K1H 8M5, Canada; e-mail: marilou.gagnon@uottawa.ca.

Received: August 05, 2014
Accepted: March 07, 2015
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