Article type
Abstract
Background:
Since 1999, a Canadian nursing association has developed 54 evidence-based best practice guidelines (BPGs), actively supported their uptake and sustainability, and evaluated the impact of BPGs on people, organizations, and health system outcomes. Each BPG is led by 2 master’s prepared registered nurses whose role has evolved over the past 25 years. Titled guideline development methodologist (GDM), these nurses are required to learn and apply the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach. In 2024, a competency framework was developed to ensure role progression from novice to expert.
Objectives:
To describe the development of a competency framework that includes core competencies and performance statements for the GDM role and discuss its operational considerations.
Methods:
To inform the development of the framework, peer-reviewed literature and grey literature were searched through databases and supplemented with handsearching of key websites and organizations. The search looked for studies that addressed the question, what are the core competencies required for a GDM to effectively support the development of rigorous guidelines adhering to the GRADE approach? Internal process documents such as the organization’s BPG development handbook were also reviewed. Focus groups with GDMs were conducted to understand their perception of the role. An iterative process was used to guide the drafting of the framework, including several rounds of review and consultation.
Results:
An initial list of over 20 competencies was drafted. Through revision and consultation, a framework detailing the core unique competencies of the GDM role was created. The framework includes performance statements that provide contextual examples, which can be used for peer or self-assessment. The GDM competency framework is used to inform organizational orientation processes, mentorship activities, and performance appraisals. Some performance statements and competencies relate to supporting the engagement of persons with lived experience (PWLE) in guideline development. Future considerations include involving PWLE in the development of relevant competencies.
Conclusions:
A GDM competency framework was created to support a unique advanced practice nursing role and the rigorous development of evidence-based guidelines that are implemented across health service and academic organizations globally. Next steps include evaluating the framework.
Since 1999, a Canadian nursing association has developed 54 evidence-based best practice guidelines (BPGs), actively supported their uptake and sustainability, and evaluated the impact of BPGs on people, organizations, and health system outcomes. Each BPG is led by 2 master’s prepared registered nurses whose role has evolved over the past 25 years. Titled guideline development methodologist (GDM), these nurses are required to learn and apply the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach. In 2024, a competency framework was developed to ensure role progression from novice to expert.
Objectives:
To describe the development of a competency framework that includes core competencies and performance statements for the GDM role and discuss its operational considerations.
Methods:
To inform the development of the framework, peer-reviewed literature and grey literature were searched through databases and supplemented with handsearching of key websites and organizations. The search looked for studies that addressed the question, what are the core competencies required for a GDM to effectively support the development of rigorous guidelines adhering to the GRADE approach? Internal process documents such as the organization’s BPG development handbook were also reviewed. Focus groups with GDMs were conducted to understand their perception of the role. An iterative process was used to guide the drafting of the framework, including several rounds of review and consultation.
Results:
An initial list of over 20 competencies was drafted. Through revision and consultation, a framework detailing the core unique competencies of the GDM role was created. The framework includes performance statements that provide contextual examples, which can be used for peer or self-assessment. The GDM competency framework is used to inform organizational orientation processes, mentorship activities, and performance appraisals. Some performance statements and competencies relate to supporting the engagement of persons with lived experience (PWLE) in guideline development. Future considerations include involving PWLE in the development of relevant competencies.
Conclusions:
A GDM competency framework was created to support a unique advanced practice nursing role and the rigorous development of evidence-based guidelines that are implemented across health service and academic organizations globally. Next steps include evaluating the framework.