Multicentre implementation of a nursing competency framework at a provincial scale: A qualitative description of facilitators and barriers

Rationale Nurses are responsible for engaging in continuing professional development throughout their careers. This implies that they use tools such as competency frameworks to assess their level of development, identify their learning needs, and plan actions to achieve their learning goals. Although multiple competency frameworks and guidelines for their development have been proposed, the literature on their implementation in clinical settings is sparser. If the complexity of practice creates a need for context‐sensitive competency frameworks, their implementation may also be subject to various facilitators and barriers. Aims and Objectives To document the facilitators and barriers to implementing a nursing competency framework on a provincial scale. Methods This multicentre study was part of a provincial project to implement a nursing competency framework in Quebec, Canada, using a three‐step process based on evidence from implementation science. Nurses’ participation consisted in the self‐assessment of their competencies using the framework. For this qualitative descriptive study, 58 stakeholders from 12 organizations involved in the first wave of implementation participated in group interviews to discuss their experience with the implementation process and their perceptions of facilitators and barriers. Data were subjected to thematic analysis. Results Analysis of the data yielded five themes: finding the ‘right unit’ despite an unfavourable context; taking and protecting time for self‐assessment; creating value around competency assessment; bringing the project as close to the nurses as possible; making the framework accessible. Conclusion This study was one of the first to document the large‐scale, multi‐site implementation of a nursing competency framework in clinical settings. This project represented a unique challenge because it involved two crucial changes: adopting a competency‐based approach focused on educational outcomes and accountability to the public and valorizing a learning culture where nurses become active stakeholders in their continuing professional development.