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

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.