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Abstract: Background: Micro-credentials (MCs) present a new opportunity for improving continuing professional development (CPD), but their implementation in the field of nursing remains largely unexplored. The aim of this study was to explore the opportunities and challenges related to integrating MCs into nursing education in Slovenia. Methods: The study utilized a qualitative, exploratory design that involved conducting semi-structured interviews. A total of 19 interviews were conducted with representatives from different parts of the MCs ecosystem. The data collected were subsequently analysed through inductive thematic analysis. Results: Three main themes were identified: potential challenges in MCs implementation, opportunities and advantages of MCs, and the scope of potential areas for MCs application. Each of the three main themes was divided into three separate subthemes, which were then divided into associated codes. The most commonly mentioned potential challenges of MCs implementation were the regulation of knowledge output, accreditation of MCs, funding, and a lack of workplace communication. The most frequently occurring opportunities and advantages were the accessibility of education and training, competence improvement, career development, and standardisation. MCs could help develop better competence in specialised fields of healthcare, individual interventions, and non-technical skills, as well as fields that are not strictly related to nursing, such as management and mentor training. Conclusion: MCs hold significant promise for advancing nursing practice. Effective implementation of MCs could impact CPD for nursing practitioners, which is a known field that needs improvement. For this to be realized, we need to take into consideration challenges such as a lack of regulation, funding, and communication between stakeholders. Further research is still required to determine how to best implement MCs into nursing practice
Keywords: micro-credentials, nursing, continuing professional development
Published in RUP: 10.06.2026; Views: 286; Downloads: 8
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Abstract: Background Simulation-based experiences (SBE) are widely used for developing non-technical skills (NTS), but their application in interprofessional healthcare teams training remains underexplored. Aim The aim was to explore the development and improvement of NTS in interprofessional healthcare teams through SBE. Methods A systematic review of literature from 2013 to 2023 was conducted using PubMed, Web of Science, and EBSCOHost. The risk of bias was assessed with Critical Appraisal Skills Programme Checklists. Results A total of 22 studies were included. Among NTS categories, teamwork and co-operation was identified in all studies, situation awareness in 18, leadership and management in 16, and problem-solving and decision-making in 14. Healthcare teams were predominantly composed of medical doctors and nurses. Care of critically ill patient was addressed in 12 studies, operative care in six, and other fields in four. High-fidelity simulators were used in 15 studies. Conclusions SBE may effectively develop and improve NTS in interprofessional teams. There are opportunities to broaden its application across healthcare systems and expand its use into less explored fields involving diverse professions.
Keywords: health professions, interprofessional healthcare teams, nontechnical skills, simulation-based experiences, systematic review
Published in RUP: 30.05.2025; Views: 2161; Downloads: 22
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