“From Kickoff to Touchdown: The Play That Changed the Game” is a series of three articles that will illustrate the Nursing Professional Development (NPD) Practice Model, which includes the inputs, throughputs, and outputs. Part 1 examined the inputs involved in planning a hackathon for idea generation, including environmental scanning and engagement of key collaborators from leadership and nursing staff. In this second part of the three-part series, we will discuss throughputs, as defined by the ANPD Practice Model, which is the dynamic processes that transform those inputs into actionable strategies. These processes include competency selection, validation methods, collaborative partnerships, and scientific inquiry (Harper & Maloney, 2022).
The hackathon was designed to encourage interdisciplinary collaboration and innovation in developing a competency management process that fulfills policy and regulatory standards, while also considering the specific needs of different units, facilities, and regions. Based on NPD standards, the event aimed to rethink how competencies are chosen, validated, and maintained across various clinical environments.
This collaboration used a three-tiered strategy involving change agents, learning facilitators, and leaders. The change agents—bedside nurses and NPD practitioners—advocated for updates to nursing competencies based on both common and unique experiences. Learning facilitators were tasked with equipping teams with resources like the Hacker Kit preparatory materials and offering guidance to clarify and direct the competency process. Leaders supported the hackathon by sharing information and instructions, as well as by giving final approval on the process changes.
Methods
The hackathon was organized into four rounds, each designed to address a specific phase of the competency management process:
- Planning: Identifying relevant competencies
- Staging: Selecting appropriate validation methods
- Production: Executing the validation process
- Conclusion: Addressing remediation and timelines for completion
These rounds were determined based on findings from the environmental scan, which identified both documented and perceived areas for improvement in the current competency management system.
Selected nursing participants received a Hacker Kit that outlined the event’s purpose, structure, timing, and roles. They also received a hackathon presentation in Situation-Background-Assessment-Recommendation (SBAR) format, which summarized the current competency validation process and key findings from the environmental scan. The assessment section of the SBAR identified challenges, while the recommendations were to be generated by nursing participants during the event.
Each round included challenge questions developed by the planning team:
- Round 1:
- How should competencies be submitted for annual validation consideration?
- Who chooses and approves the non-regulatory, non-policy driven annual competencies?
- How do we make competency selections more valuable to the individuals actually being validated?
- How specific should competencies be? (Specialty vs. sub-specialty vs. unit)
- For general skills that are asked to be applied to all nurses, what should take priority?
- Some specialties have upward of 50 education modules to complete, on top of annual mandatory education pushed out around the same time. Is there a more efficient process to complete these without leaving necessary education behind? Are all of these truly mandated?
- Round 2:
- Who will choose the validation methods for a particular competency?
- How can we incorporate more validation methods to be more meaningful beyond simulation and written tests?
- How should competencies be measured in a way that validates both the team members’ technical skills and their ability to apply critical thinking or clinical reasoning to a patient scenario?
- How should mandatory education be distributed? What about specialty education?
- Who creates the validation tools?
- Round 3:
- Where should skills be validated?
- When and how often should the selected skills be validated?
- Who should validate these skills?
- How are these team members vetted? By the NPD department or leaders?
- Should a Code of Ethics attestation form be considered for validators?
- Round 4:
- How can the remediation process foster a culture of professional growth instead of a punitive measure for the unsuccessful validation?
- What is a reasonable timeframe to complete annual competencies?
- What is a reasonable action plan for failure to complete all competencies by the suggested deadline? This recommendation should consider barriers to completing competencies by the deadline.
Nursing participants were given 20 minutes in breakout groups to discuss and develop proposals, followed by five minutes to present their solutions to the larger group. These time constraints encouraged focused, high-impact collaboration.
The hackathon took place virtually via a platform linked to the organization’s learning management system. Nursing participants were grouped to ensure balanced representation across regions (Charlotte, Winston-Salem, Coastal), specialties, and job roles. Each group included at least one bedside nursing leader and one NPD practitioner, whose role was to guide discussions and foster a “change agent” mindset during brainstorming.
After each round, there was a vote on the most realistic, achievable, and sustainable proposal. This peer-driven evaluation process promoted accountability and encouraged thoughtful, practical, and realistic solutions.
To maintain engagement for groups not selected to advance, the hackathon planning team developed “side quests” using audience response software. These interactive activities allowed nursing participants to continue contributing by sharing feedback, voting on ideas, and responding to open-ended questions about the current competency management process and other areas for improvement. For example, those involved in the side quests could share feedback on the prep packet, the sign-up process, or clarity on current communications.
Conclusion
The hackathon served as a powerful throughput mechanism, transforming environmental inputs into a meaningful and sustainable competency management framework. Several key themes emerged from the event:
- Customization over conformity: Participants advocated for shifting from a “one-size-fits-all” model to unit-specific competencies tailored to sub-specialty skills and workflows.
- Ownership and relevance: There was strong consensus that bedside team members should have a voice in selecting competencies to ensure they are relevant and meaningful.
- Efficiency and accountability: The redesigned framework emphasized streamlined processes that maintain rigor while reducing redundancy.
By involving nursing team members throughout the organization, the hackathon established a foundation for a competency management process that is intentional, efficient, and tailored to current clinical practice requirements. Through collaboration with bedside nurses, leadership, and NPD practitioners, this approach enabled an assessment of previous competency management processes and facilitated the creation of new frameworks supporting professional role development. The concluding segment of this three-part series will discuss the integration of these outcomes into the design and execution of a more impactful competency management model.
References
Harper, M. G., & Maloney, P. (Eds.). (2022). Nursing professional development: Scope and standards of practice (4th ed.). Association for Nursing Professional Development.
Yasar, K., Roy, M., & Laskowski, N. (2023, March 8). What is a Hackathon? – TechTarget definition. Search CIO. https://www.techtarget.com/searchcio/definition/hackathon
Disclaimer: The views and opinions expressed in this article are solely those of the contributor and do not necessarily reflect the official policy or position of ANPD.
Kim Ashe, MSN, RN, CMSRN, NPD-BC
Clinical Nurse Education Specialist, Novant Health
Kim Ashe is a clinical nurse education specialist covering adult acute care at Novant Health. She received her BSN and MSN from Queens University of Charlotte and enjoys reading and traveling.
Dale Callicutt, PhD, RN, CV-BC, NPD-BC, CCRN
Triad Region Manager, Center for Professional Practice and Development, Novant Health
Dale Callicutt is the immediate past president of ANPD and manager of the Center for Professional Practice and Development at Novant Health. He obtained his PhD in 2015, MSN in 1999, BSN in 1995, and BA in 1992. He enjoys running and doing sign language for his church congregation.
Amadee Slattery, MSN, RN, CAPA, NPD-BC
Clinical Nurse Education Specialist, Center for Professional Practice and Development, Novant Health
Amadee Slattery is a clinical nurse education specialist for the Center for Professional Practice and Development at Novant Health. She received her BSN from Washington State University and her MSN from Western Governors University. She enjoys spending time with her family and playing the piano.