Development of a Competency-Based Short Course Training for Nurse Managers in the New Normal Era

Abstract

Introduction In Thailand, the Nursing and Midwifery Council currently offers only general nursing administration programs. While these programs provide a broad foundation in administrative theory, they place limited emphasis on the specific competencies required of contemporary nurse administrators and fail to fully address the complexities of the “new normal” era. The COVID-19 pandemic, coupled with rapid technological change, demographic shifts, and evolving healthcare demands, has highlighted critical gaps in leadership readiness, digital literacy, and crisis management. Nurse managers, who play a pivotal role in ensuring quality of care, staff resilience, and organizational adaptability, require specialized training that goes beyond traditional administrative frameworks. This study responds to that urgent need by developing a competency-based short-course curriculum tailored to nurse managers, aligned with both national priorities and international standards.

Objectives The primary objectives of this research were threefold: (1) to determine the core competencies required for nurse managers in Thailand’s post-pandemic healthcare landscape; (2) to design a competency-based education (CBE) curriculum that directly addresses these competencies; and (3) to validate the quality, relevance, and suitability of the curriculum through expert review. By achieving these aims, the study sought to bridge the gap between existing general administration programs and the specialized skills needed for effective leadership in the new normal era.

Design This study employed a research and development (R&D).

Methodology This study included three phases. Phase 1: Identification of core competencies: A comprehensive literature review was conducted, drawing on frameworks from the American organization for nurse executives (AONE), the American organization for nursing leadership (AONL), and recent scoping reviews. Nine experienced nursing administration experts from both public and private sectors synthesized findings and collaboratively defined essential competencies. To ensure impartiality, five internationally recognized external experts validated the draft competencies. The content validity index (CVI) was calculated, yielding a robust score of .96, confirming strong agreement and content validity. Phase 2: curriculum development: The validated competencies informed the design of a competency-based curriculum. The development process followed the Nursing and Midwifery Council’s criteria for specialized training, incorporated blended learning through massive open online courses (MOOCs), and applied the Professional Standards Framework for higher education. The curriculum was structured into three modules, each comprising 10 units, totaling 400 hours of instruction, 200 hours of online theoretical learning and 200 hours of practical administrative training. Phase 3: curriculum validation: Five independent experts, including nursing executives, administrators, and educators, evaluated the curriculum’s quality and relevance. Their feedback was gathered through questionnaires and focus group discussions, ensuring consensus on the curriculum’s suitability. The CVI for the curriculum was 1.00, indicating unanimous agreement on its validity and appropriateness. 

Results The finalized curriculum comprises three modules, each designed to cultivate specific competencies essential for nurse managers: Module 1: Nurse Managers and Health Policies focuses on leadership, strategic alignment, and continuous quality improvement. Learners engage in policy analysis, strategic planning, and organizational alignment exercises. Module 2: Self-, People-, and Work Development emphasizes personal development, workforce planning, and resource management. Practical tasks include case studies on leadership, retention planning, and budget management. Module 3: Expertise of Nurse Managers concentrates on precision nursing, digital health literacy, and innovative practices. Learners apply health informatics tools and explore innovative models of care delivery. The blended learning approach reinforces theoretical knowledge through practical application, preparing nurse managers to navigate complex healthcare environments. 

Recommendation This study highlights the urgent need for specialized competency-based training for nurse managers in Thailand. By systematically identifying core competencies, developing a tailored curriculum, and validating its quality, the research provides a practical, evidence-based solution to strengthen nursing leadership in the new normal. The proposed curriculum not only addresses current gaps but also equips nurse managers with the skills, knowledge, and resilience required to lead effectively in dynamic healthcare environments. Addressing training gaps and aligning outcomes prepares nurse managers to meet evolving healthcare challenges. Successful implementation of this curriculum requires: (1) systematic planning and sustained commitment from administrators to support the transition to competency-based training, (2) technology integration and infrastructure support to facilitate blended learning delivery, (3) stakeholder engagement and continuous feedback to maintain curriculum relevance and effectiveness, and (4) promotion of lifelong learning and faculty development to sustain the competency-based model. Future research should focus on longitudinal evaluation of the curriculum’s impact on leadership performance, clinical readiness, and organizational outcomes. Additionally, ongoing reassessment of competencies is necessary to adapt to emerging healthcare trends, digital innovations, and evolving international standards.