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This review aims to map evidence on how nurses in Ghana acquire and sustain clinical competency while identifying influencing strategies and barriers.

February 10, 2026Open Access

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Mapping Evidence on Clinical Competency Acquisition and Sustenance Among Nurses in Ghana: Strategies, Challenges, and Policy Directions for Sustainable Practice

DADonald Babamomba AmenahUniversity of Maryland, Baltimore

Key Points

This review aims to map evidence on how nurses in Ghana acquire and sustain clinical competency while identifying influencing strategies and barriers.
Conducted a scoping review of existing literature
Examined the role of continuous professional development and in-service training
Utilized theoretical frameworks including Benner’s Novice to Expert Model
Identified challenges and barriers to competency maintenance
Highlighted the importance of continuous professional development in sustaining competency
Identified key challenges faced by nurses in acquiring and maintaining skills
Explored the impact of regulatory frameworks on professional standards
Mapped strategies used to enhance competency development

Abstract

This scoping review seeks to map the current evidence on how nurses in Ghana acquire and maintain clinical competency, identify the strategies and barriers influencing this process, and explore the role of CPD, in-service training, and regulation in sustaining professional standards. Guided by Benner’s (1984) Novice to Expert Model, Lave and Wenger’s (1991) Situated Learning Theory (28), this review will provide a multidimensional perspective on competency development.

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Mapping Evidence on Clinical Competency Acquisition and Sustenance Among Nurses in Ghana: Strategies, Challenges, and Policy Directions for Sustainable Practice

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