ICM Competencies English 2 - International Confederation Of Midwives
EssentialCompetenciesfor Midwifery Practice2019 UPDATEPublished October 20191
Contents2INTRODUCTION3THE REVIEW PROCESS3APPROACH TO THE COMPETENCIES4COMPETENCY FRAMEWORK5FRAMEWORK STRUCTURE6EXPLANATION OF COMPETENCY COMPONENTS7LANGUAGE7ADVANCED, OPTIONAL,CONTEXT-SPECIFIC INDICATORS, ANDCOMPETENCIES8GENERAL COMPETENCIES13PRE-PREGNANCY AND ANTENATAL17CARE DURING LABOUR AND BIRTH19ONGOING CARE OF WOMEN AND NEWBORNS22ENDNOTESIntroductionThe International Confederation of Midwives (ICM) Essential Competenciesfor Midwifery Practice outline the minimum set of knowledge, skills and professional behaviours required by an individual to use the designation of midwifeas defined by ICM1 when entering midwifery practice. The competencies arepresented in a framework of four categories that sets out thosecompetencies considered to be essential and that “represent those eeducation”2.These competency statements are “linked to authoritativeclinical practice guidance documents used by the World HealthOrganization” 3, 4, 5, 6, 7, 8, 9and ICM’s Core documents and Position10Statements.2Guidance documents undergo revision based on ever-evolving research.ICM’s essential competency statements are also evaluated and amendedas the relevant evidence concerning sexual, reproductive, maternal andnewborn health care and midwifery practices emerges. The competenciespresented in this document have been updated through such a reviewprocess.
position and that the midwife’s autonomy and role in managingemergencies should be more strongly emphasised. Consequently, minoramendments were made and an updated document (dated January 2019)was disseminated.The Review ProcessICM’s ‘Essential Competencies for Basic Midwifery Practice’ were first developed in 2002 and updated in 2010 and 2013. Between 2014 – 2017 the competencies were reviewed through a research study led by a team from theUniversity of British Columbia (UBC) 11 and supported by a core working groupof midwifery educators12 and a taskforce of stakeholders.13 The researchpro-cess included a literature review, thematic analysis of policy and otherdoc-uments related to midwifery competencies, a modified Delphiapproach in-volving three rounds of an online survey and development ofa conceptual framework for presentation of the competencies. The threeround Delphi sur-vey was conducted online in French, English and Spanishwith an inclusive sample of invited participants drawn from ICM MemberAssociations (across all ICM regions and language groups and from low,middle and high-income countries), midwifery educators, midwiferyregulators, ICM Standing Commit-tees, the ICM Board and stakeholders.14In August 2019 a further update was made to correct an error in competency4e (skills and behaviours section) of the English version. Competency 4e wascorrect in the French and Spanish versions. At this time anadditional skill was added to competency 2i to make clear that midwivesin certain situations could perform abortions. This additional skill waspreviously included in the 2013 version of the ICM competencies. Minor editswere made to competency 3.b in October 2019 to emphasise the role of amidwife in preventing, detecting and stabilising complications.Approach to the CompetenciesThe updated competencies are organised into a framework of four inter-related categories; general competencies that apply to all aspects of a midwife’spractice, and competencies that are specific to care during pre-pregnancy,antenatal, labour, birth and the postnatal period.The ICM Board received the final draft report and updated competencies,including a proposed new competency framework, from the research team inApril 2017. Council Members asked that the final format of the competenciesenhance simplicity, accessibility, usability and measurability of the competencies by multiple audiences including those for whom English is a second language. The incoming Board (2017 – 2020) established a sub-committeeto provide oversight to the process of finalising the updated competencies.Two consultants, a learning designer15 and a midwife educational expert,16were contracted to revise the format of the draft framework (2017) andthe draft competencies with the aim of increasing the simplicity,accessibility, usability and measurability by multiple audiences. Changeswere to be based on the 2017 draft competencies and were to retain theirintegrative approach. The consultants redesigned the framework, andreworded and reorganised the competencies, drawing on ICM’s coredocuments17 and position statements to ensure alignment. A team fromLaerdal Global Health designed the visual representation of thecompetencies and the final version was completed in April and accepted bythe Board in May 2018.The updated competencies (2018) were disseminated in mid-October 2018and ICM received extensive positive feedback from members and partners.ICM also received feedback from a small number of respondents that the labour and birth icon should show the woman in a more upright birthingThe updated competencies are written as holistic statements that reflect theICM’s Philosophy and Model of Midwifery Care in addition to the ICMDefinition and Scope of Practice of a Midwife.18As such thecompetencies promote: the autonomy of midwives to practise within the full scope of midwifery practice and in all settings the role of the midwife to support physiology and promote normal birth the role of the midwife to uphold human rights and informed consent anddecision making for women the role of the midwife to promote evidence-based practice, including reducing unnecessary interventions the role of the midwife to assess, diagnose, act, intervene, consult and referas necessary, including providing emergency interventions.The competencies are integrated statements and not a list of tasks. Examplesare illustrative and not an exhaustive list.3Midwife educators are expected to structure curricula and design learning activities that will enable midwifery students to learn the knowledge and developthe skills and behaviours that are integrated within each competency.
Competency FrameworkThe competencies are organised into four inter-related categories as outlined below1. GENERAL COMPETENCIESCompetencies in this category are about the midwife’sautonomy and accountabilities as a health professional,the relationships with women and other care providersand care activities that apply to all aspects of midwiferypractice. All General Competencies are intended tobe used during any aspect of midwifery care whereascompetencies in categories 2, 3, and 4 are each specificto a part of the reproductive process and must be viewedas subsets of the General Competencies, not stand-alonesubsets. Educational and/or training providers shouldensure that the General competencies are interwovenin any curriculum. Assessment of the competencies incategories 2, 3, and 4 must include assessment of thecompetencies in category 1.2. COMPETENCIESSPECIFIC TO PREPREGNANCY ANDANTENATAL CARE3. COMPETENCIESSPECIFIC TO CAREDURING LABOURAND BIRTHCompetencies in thiscategory are abouthealth assessment ofthe woman and fetus,promotion of health andwell-being, detection ofcomplications duringpregnancy and careof women with anunintended pregnancy.Competencies inthis category areabout assessmentand care of womenduring labour thatfacilitates physiologicalprocesses and a safebirth, the immediatecare of the newborninfant, and detectionand management ofcomplications in motheror infant.44. COMPETENCIESSPECIFIC TO THEONGOING CAREOF WOMEN ANDNEWBORNSCompetencies in thiscategory addressthe continuing healthassessment of motherand infant, healtheducation, support forbreast feeding, detectionof complications, andprovision of familyplanning services.
Framework StructureThe diagram below provides a visual representation of the framework structure.GENERALCOMPETENCIESPRE-PREGNANCYAND ANTENATALCARECARE DURINGLABOUR ANDBIRTHONGOING CAREOF WOMEN ANDNEWBORNS5
Explanation of Competency ComponentsThis graphic outlines the components of the competency framework.CATEGORYCATEGORY #CATEGORYTITLE# Competency ory descriptors outline theprimary focus of each category.The high-level description acts asa linking mechanism between thecategory and the competenciesclearly showing the relationshipbetween the higher order groupings(i.e. categories) and the moredetailed information concerningthe actual competencies (i.e thecompetency description and itsassociated components/indicators).SKILLS & BEHAVIOURS6Each competency is accompaniedby a list of indicators that outlinethe necessary knowledge, skillsand behaviours required to achievethe performance measure ofthe competency. In formulatingindicators, skills and behaviours aregrouped together since they arethe observable components of acompetency. Indicators for attitudeswere not stipulated since attitudes arenot easily observable or measurable.
CATEGORY #COMPETENCIESTITLELanguage# Competency titleThe competencies and indicators were evaluated for clarity of language,measurability, and ease of translation. Concrete verbs were used to facilitate the measurement of the competency and/or indicator. All competenciesand indicators are written to:KNOWLEDGE SKILLS & BEHAVIOURSShow alignment between the competency and indicators;Contain verbs appropriate for the level required and that are measurable;Use consistent language that is clear and free of jargon; andProvide sufficient detail for comprehension.Advanced, optional,context-specific indicators,and competenciesCompetencies and indicators previously designated as advanced/optional/context specific are not included as a separate category in the framework for essential competencies. Such statements are conceptually inconsistent with definingthe competencies that are expected of all midwives. ICM will consider if it isnecessary to develop, in the future, competencies that extend/expand beyondthose deemed as essential.7
CATEGORY 1GENERALCOMPETENCIESCompetencies in this categoryare about the midwife’s autonomyand accountabilities as a healthprofessional, the relationships withwomen and other care providers,and care activities that apply to allaspects of midwifery practice. GeneralCompetencies apply across each ofcategories 2, 3 and 4.1.a Assume responsibility for owndecisions and actions as an autonomouspractitioner1.b Assume responsibility forself-care and self-developmentas a midwifeKNOWLEDGEKNOWLEDGE Principles of accountability andtransparency Principles and concepts of autonomy Principles of self-assessment and reflectivepractice Personal beliefs and their influence onpractice Knowledge of evidence-based practices Strategies for managing personal safetyparticularly within the facility or communitysettingSKILLS & BEHAVIOURS Demonstrate behaviour that upholds thepublic trust in the profession Participate in self-evaluation, peer reviewand other quality improvement activities Balance the responsibility of the midwife toprovide best care with the autonomy of thewoman to make her own decisions Explain the midwife’s role in providing carethat is based on relevant law, ethics, andevidence8SKILLS & BEHAVIOURS Display skills in management of self inrelation to time management, uncertainty,change and coping with stress Assume responsibility for personal safety invarious practice settings Maintain up-to-date skills and knowledgeconcerning protocols, guidelines and safepractice Remain current in practice by participatingin continuing professional education(for example, participating in learningopportunities that apply evidence to practiceto improve care such as mortality reviews orpolicy reviews.) Identify and address limitations in personalskill, knowledge, or experience Promote the profession of midwifery,including participation in professionalorganizations at the local and national levelCATEGORY 1: GEnERAL COMPETEnCIEs
1.c Appropriately delegate aspects ofcare and provide supervision1.d Use research to inform practice1.e Uphold fundamental human rightsof individuals when providing midwiferycareKNOWLEDGEKNOWLEDGEKNOWLEDGE Policies and regulation related to delegation Supportive strategies to supervise others Role of midwives as preceptors, mentors,supervisors, and role models Principles of research and evidence-basedpractice Epidemiologic concepts relevant to maternaland infant health Global recommendations for practice andtheir evidence base (e.g. World HealthOrganisation guidelines) Laws and/or codes that protect human rights Sexual, reproductive health rights of womenand girls Development of gender identity and sexualorientation Principles of ethics and Human Rightswithin midwifery practiceSKILLS & BEHAVIOURSSKILLS & BEHAVIOURS Discuss research findings with women andcolleagues Support research in midwifery byparticipating in the conduct of research Provide information to women about theirsexual and reproductive health rights Inform women about the scope ofmidwifery practice and women’s rights andresponsibilities Provide information and support toindividuals in complex situations where thereare competing ethical principles and rights Practice in accordance with philosophyand code of ethics of the ICM and nationalstandards for health professionals Provide gender sensitive careSKILLS & BEHAVIOURS Provide supervision to ensure that practiceis aligned with evidence-based clinicalpractice guidelines Support the profession’s growth throughparticipation in midwifery education inthe roles of clinical preceptor, mentor,and role model9CATEGORY 1: GEnERAL COMPETEnCIEs
1.f Adhere to jurisdictional laws,regulatory requirements, and codesof conduct for midwifery practice1.g Facilitate women to makeindividual choices about care1.h Demonstrate effective interpersonal communicationwith women and families, health care teams, andcommunity groupsKNOWLEDGEKNOWLEDGEKNOWLEDGE The laws and regulations of thejurisdiction regarding midwifery National/state/local communitystandards of midwifery practice Ethical principles ICM and other midwiferyphilosophies, values, codes of ethics Cultural norms and practicessurrounding sexuality, sexualpractices, marriage, the childbearingcontinuum, and parenting Principles of empowerment Methods of conveying healthinformation to individuals, groups,communities Role and responsibilities of midwives and other maternal –infant health providers Principles of effective communication Principles of effectively working in health care teams Cultural practices and beliefs related to childbearing andreproductive health Principles of communication in crisis situations, e.g. griefand loss, emergenciesSKILLS & BEHAVIOURSSKILLS & BEHAVIOURS Advocate for and support womento be the central decision makers intheir care Assist women to identify theirneeds, knowledge, skills, feelings,and preferences throughout thecourse of care Provide information and anticipatoryguidance about sexual andreproductive health to assistwomen’s decision making Collaborate with women indeveloping a comprehensive plan ofcare that respects her preferencesand decisions Listen to others in an unbiased and empathetic manner Respect one others’ point of view Promote the expression of diverse opinions andperspectives Use the preferred language of the woman or an interpreterto maximise communication Establish ethical and culturally-appropriate boundariesbetween professional and non-professional relationships Demonstrate cultural sensitivity to women, families, andcommunities Demonstrate sensitivity and empathy for bereaved womenand family members Facilitate teamwork and inter-professional care with othercare providers (including students) and community groups/agencies Establish and maintain collaborative relationships withindividuals, agencies, institutions that are part of referralnetworks Convey information accurately and clearly and respond tothe needs of individualsSKILLS & BEHAVIOURS Practise according to legalrequirements and ethical principles Meet requirements for maintenanceof midwifery registration Protect confidentiality of oralinformation and written recordsabout care of women and infants Maintain records of care in themanner required by the healthauthority Comply with all local reportingregulations for birth and deathregistration Recognize violations of laws,regulations, and ethical codes andtake appropriate action Report and document incidents andadverse outcomes as required whileproviding care10CATEGORY 1: GEnERAL COMPETEnCIEs
1.i Facilitate normal birth processes ininstitutional and community settings,including women’s homes1.j Assess the health status, screen forhealth risks, and promote general healthand well-being of women and infants1.k Prevent and treat common healthproblems related to reproduction andearly lifeKNOWLEDGEKNOWLEDGEKNOWLEDGE Normal biologic, psychologic, social, andcultural aspects of reproduction and early life Practices that facilitate and those thatinterfere with normal processes Policies and protocols about care of womenin institutional and community settings Availability of resources in various settings Community views about and utilization ofhealth care facilities and place(s) of birth Health needs of women related toreproduction Health conditions that pose risks duringreproduction Health needs of infants and common risks Common health problems related tosexuality and reproduction Common health problems and deviationsfrom normal of newborn infants Treatment of common health problems Strategies to prevent and controlthe acquisition and transmission ofenvironmental and communicable diseasesSKILLS & BEHAVIOURS Promote policies and a work culture thatvalues normal birth processes Utilize human and clinical care resources toprovide personalized care for women andtheir infants Provide continuity of care by midwivesknown to womanSKILLS & BEHAVIOURS Conduct a comprehensive assessment ofsexual and reproductive health needs Assess risk factors and at-risk behaviour Order, perform, and interpret laboratory and/or imaging screening tests Exhibit critical thinking and clinicalreasoning informed by evidence whenpromoting health and well being Provide health information and advicetailored to individual circumstances ofwomen and their families Collaborate with women to develop andimplement a plan of care11SKILLS & BEHAVIOURS Maintain/promote safe and hygienicconditions for women and infants Use universal precautions consistently Provide options to women for coping withand treating common health problems Use technology and interventionsappropriately to promote health and preventsecondary complications Recognize when consultation or referralis indicated for managing identified healthproblems, including consultation with othermidwives Include woman in decision-making aboutreferral to other providers and servicesCATEGORY 1: GEnERAL COMPETEnCIEs
1.l Recognise abnormalities andcomplications and institute appropriatetreatment and referral1.m Care for women who experiencephysical and sexual violence and abuseKNOWLEDGEKNOWLEDGE Complications/pathologic conditions relatedto health status Emergency interventions/life-savingtherapies Limits of midwifery scope of practice andown experience Available referral systems to accessmedical and other personnel to managecomplications Community/facility plans and protocols foraccessing resources in timely manner Socio-cultural, behavioural, and economicconditions that often accompany violenceand abuse Resources in community to assist womenand children Risks of disclosureSKILLS & BEHAVIOURS Maintain up-to-date knowledge, life-savingskills, and equipment for responding toemergency situations Recognize situations requiring expertisebeyond midwifery care Maintain communication with women aboutnature of problem, actions taken, andreferral if indicated Determine the need for immediateintervention and respond appropriately Implement timely and appropriateintervention, inter-professional consultationand/or timely referral taking account of localcircumstances19 Provide accurate oral and written informationto other care providers when referral is made. Collaborate with decision-making if possibleand appropriate12SKILLS & BEHAVIOURS Protect privacy and confidentiality Provide information to all women aboutsources of help regardless of whether thereis disclosure about violence Inquire routinely about safety at home, atwork Recognize potential signs of abuse fromphysical appearance, emotional affect,related risk behaviours such as substanceabuse Provide special support for adolescents andvictims of gender-based violence includingrape Refer to community resources, assist inlocating safe setting as neededCATEGORY 1: GEnERAL COMPETEnCIEs
CATEGORY 2PRE-PREGNANCYAND ANTENATALCompetencies in this category areabout health assessment of the womanand fetus, promotion of health andwell-being, detection of complicationsduring pregnancy, and care of womenwith an unexpected pregnancy.2.a Provide pre-pregnancy care2.b Determine health status of womanKNOWLEDGEKNOWLEDGE Anatomy and physiology of female andmale related to reproduction and sexualdevelopment Socio-cultural aspects of human sexuality Evidence based screening for cancerof reproductive organs and other healthproblems such as diabetes, hypertension,thyroid conditions, and chronic infectionsthat impact pregnancy Physiology of menstrual and ovulatory cycle Components of a comprehensive healthhistory including psycho-social responses topregnancy and safety at home Components of complete physical exam Health conditions including infections andgenetic conditions detected by screeningblood and biologic samplesSKILLS & BEHAVIOURSSKILLS & BEHAVIOURS Identify and assist in reducing barriersrelated to accessing and using sexual andreproductive health services Assess nutritional status, currentimmunization status, health behaviourssuch as use of substances, existingmedical conditions, and exposure to knownteratogens Carry out screening procedures for sexuallytransmitted and other infections, HIV,cervical cancer Provide counseling about nutritionalsupplements such as iron and folicacid, dietary intake, exercise, updatingimmunizations as needed, modifying riskbehaviours, and prevention of sexuallytransmitted infections, family planning, andmethods of contraception.13 Confirm pregnancy and estimate gestationalage from history, physical exam, laboratorytest and/or ultrasound Obtain comprehensive health history Perform a complete physical examination Obtain biologic samples for laboratory tests(e.g. venipuncture, finger puncture, urinesamples, and vaginal swabs) Provide information about conditions thatmay be detected by screening Assess status of immunizations, and updateas indicated Discuss findings and potential implicationswith woman and mutually determineplan of careCATEGORY 2: PRE-PREGnAnCY And AnTEnATAL
2.c Assess fetal well-being2.d Monitor the progression of pregnancy2.e Promote and support healthbehaviours that improve wellbeingKNOWLEDGEKNOWLEDGEKNOWLEDGE Placental physiology, embryology, fetalgrowth and development, and indicators offetal well-being Evidence-based guidelines for use ofultrasoundSKILLS & BEHAVIOURS Assess fetal size, amniotic fluid volume,fetal position, activity, and heart rate fromexamination of maternal abdomen Determine whether there are indicationsfor additional assessment/examination andrefer accordingly Assess fetal movements and ask womanabout fetal activity Usual physiological and physical changeswith advancing pregnancy Nutritional requirements of pregnancy Common psychological responses topregnancy and symptoms of psychologicaldistress Evidence informed antenatal care policiesand guidelines, including frequency ofantenatal visits20SKILLS & BEHAVIOURS Conduct assessments throughout pregnancyof woman’s physical and psychologicalwell-being, family relationships, and healtheducation needs Provide information regarding normalpregnancy to woman, her partner, familymembers, or other support persons Suggest measures to cope with commondiscomforts of pregnancy Provide information (including written and/or pictorial) about danger signs, (e.g. vaginalbleeding, signs of preterm labour, prelabour,rupture of membranes) emergency preparedness, and when and where to seek help Review findings and revise plan of care withwoman as pregnancy progresses14 Impact of adverse social, environmental, andeconomic conditions on maternal -fetal health Effects of inadequate nutrition and heavyphysical work Effects of tobacco use and exposure tosecond-hand smoke, use of alcohol andaddictive drugs Effects of prescribed medications on fetus Community resources for income support,food access, and programs to minimize risksof substance abuse Strategies to prevent or reduce risks ofmother-to-child disease transmission includinginfant feeding options for HIV infection Effects of gender-based violence, emotionalabuse, and physical neglectSKILLS & BEHAVIOURS Provide emotional support to women toencourage change in health behaviour Provide information to woman and familyabout impact on mother and fetus of riskconditions. Counsel women about and offer referral toappropriate persons or agencies for assistance and treatment Respect women’s decisions about participating in treatments and programs Make recommendations and identify resources for smoking reduction/cessation inpregnancyCATEGORY 2: PRE-PREGnAnCY And AnTEnATAL
2.f Provide anticipatory guidance relatedto pregnancy, birth, breastfeeding,parenthood, and change in the family2.g Detect, stabilse, manage, and referwomen with complicated pregnancies2.h Assist the woman and her family toplan for an appropriate place of birthKNOWLEDGEKNOWLEDGEKNOWLEDGE Needs of Individuals and families fordifferent information at different times intheir respective life cycles Methods of providing information toindividuals and groups Methods of eliciting maternal feelings andexpectations for self, infant, and family Complications of early pregnancy suchas threatened or actual miscarriage, andectopic pregnancy Fetal compromise, growth restriction,malposition, preterm labour Signs and symptoms of maternal pathologicconditions such as pre-eclampsia,gestational diabetes, and other systemicillnesses Signs of acute emergencies such ashemorrhage, seizures, and sepsis Evidence about birth outcomes in differentbirthplace settings Availability of options in specific location;limitations of climate, geography, meansof transport, and resources available infacilities Local policies and guidelinesSKILLS & BEHAVIOURS Participate in--and refer women and supportpersons to--childbirth education programs Convey information accurately and clearlyand respond to needs of individuals Prepare the woman, partner, and family torecognize labour onset, when to seek care,and progress of labour Provide information about postpartumneeds including contraception, care ofnewborn infants, and the importance ofexclusive breast feeding for infant health Identify needs or problems requiring furtherexpertise or referral such as excessive fear,and dysfunctional relationshipsSKILLS & BEHAVIOURS Stabilise in emergencies and refer fortreatment as necessary21 Collaborate in care of complications Implement critical care activities to supportvital body functions (e.g. intravenous(IV) fluids, magnesium sulphate,antihemorrhagics)22 Mobilize blood donors if necessary Transfer to higher level facility if needed15SKILLS & BEHAVIOURS Discuss options, preferences andcontingency plans with woman and supportpersons and respect their decision Provide information about preparingbirth site if in community, e.g. travel andadmission to facility Promote the availability of a full range ofbirth settingsCATEGORY 2: PRE-PREGnAnCY And AnTEnATAL
ADDITIONAL SKILL*2.i Provide care to women with unintended or mistimed pregnancy Prescribe, dispense, furnish or administer drugs according to scopeof practice and protocol (however authorized to do so in thejurisdiction of practice) in dosages appropriate to induce medicationabortion Perform manual vacuum aspiration of the uterus up to 12 completedweeks of pregnancyKNOWLEDGE Complexity of decision-making about unintended or mistimedpregnancies Emergency contraception Legal options for induced abortion; eligibility and availability of medicaland surgical abortion services Medications used to induce abortion; properties, effects, and sideeffects Risks of unsafe abortion Family planning methods appropriate for the post-abortion period. Care and support (physical and psychological) needed during and afterabortion An additional skill is performed by midwives under either of twocircumstances:a) Midwives who elect to engage in a broader scope of practiceand/orb) Midwives who have to implement certain skills to make adifference in maternal or neonatal outcomeSKILLS & BEHAVIOURS Confirm pregnancy and determine gestational age; refer for ultrasound ifunknown gestation and/or symptoms of ectopic pregnancy Counsel woman about options to maintain or end the pregnancy andrespect the ultimate decision. Provide supportive antenatal care if pregnancy continued; refer toagencies, and social services for support and assistance when needed Identify from obstetric, medical and social history, contraindications tomedication or aspiration methods Provide information about legal regulations, eligibility, and access toabortion services Provide information about abortion procedures, potential complications,management of pain, and when to seek help Refer to provider of abortion services upon request Provide post-abortion care̶ Confirm expulsion of products of conception from history, ultrasound, orlevels
and care activities that apply to all aspects of midwifery practice. All General Competencies are intended to be used during any aspect of midwifery care whereas competencies in categories 2, 3, and 4 are each specifi c to a part of the reproductive process and must be viewed as subsets of the General Competencies, not stand-alone subsets.
teamwork competencies, strategic action competencies, global awareness competencies, self-management competencies and communication competencies. Strategic action competencies Strategic action competencies refer to the manager’s abilities to grasp the overall strategy of the company and ensure employees’ efforts are in line with the strategy.
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The definition of competency-based education for the preparation of a fully qualified midwife is a curriculum or programme of study that has as its primary learning outcomes the acquisition and demonstration of all of the ICM Essential Competencies for Basic Midwifery Practice.15 That is, competency-based education in midwifery uses the ICM
focused competencies. Competency Area NP Core Competencies Neither Curriculum Content to Support Competencies required nor comprehensive, this list reflects only suggested content specific to the core competencies Scientific Foundation Competencies 1. Critically analyzes data and evidence for improving advanced nursing practice. 2.
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