Zhao Hong , Jia Yi , Li Ming , Li Huiqin , Wang Jing , Huang Chuanbing
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Abstract
Background
Traditional Chinese Medicine nurse specialists, as the nursing team's core, crucially enhance service quality and spread Traditional Chinese Medicine culture, so strengthening their training based on core competencies is vital for advancing Traditional Chinese Medicine nursing internationally.
Aim
Integration of the core competency evaluation indexes of Traditional Chinese Medicine nurse specialists in different geographical regions.
Design
A qualitative systematic review and evidence synthesis.
Methods
6 English and 4 Chinese databases were systematically searched for studies related to the core competencies of Traditional Chinese Medicine nurse specialists. The JBI critical appraisal tool was used to evaluate the quality of the included literature. The extracted data were thematically integrated using Thomas and Harden's three-stage framework.
Results
The review included 16 studies. The results can be summarized into 3 themes, 7 categories and 21 items. The themes included personality structure (personal qualities, professional qualities), competency structure (professional development competence, general personal competence, organizational and managerial competence) and knowledge structure (professional knowledge and skills, healthcare ethics and regulations).
Conclusions
The findings of this study have practical implications for the development of training and assessment programs for Traditional Chinese Medicine nurse specialists, providing a more comprehensive and systematic framework to guide professional development. It will be further applied to the training of Traditional Chinese Medicine nurse specialists in the future, serving to enhance the core competitiveness of Traditional Chinese Medicine nurse specialists and promote the development of Traditional Chinese Medicine nursing.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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