Competency-based education in transitioning nurse practitioner students from education into practice

Abstract

Competency-based education (CBE) provides a framework for nursing programs including those educating nurse practitioners (NPs). The basic assumption of CBE is that the student will demonstrate acquisition of the identified essential knowledge, skills, and attitudes expected for the designated educational process before leaving the learning environment. The work done to date in developing competencies and progression indicators provides the critical basis to move toward a common language and clear expectations for the continuum of linear progression of proficiency. Entrustable professional activities (EPAs) are built on competencies and stated as measurable activities that providers can be expected to do, at varying levels of competence or trust or supervision, and allow the faculty member, preceptor, or supervisor to make decisions as to what teaching methods and level of supervision are needed. Numerous methods are used to measure competency in clinical skill knowledge, performance, and practice readiness including clinical preceptor feedback, objective structured clinical examination, and simulation, just to name a few. NP programs continue to struggle with the education practice gap between theory and the actual provision of care. The discussion about novel and reliable methods for measurement of competencies must address the strategic importance of a consensus about when, where, and how students can obtain the appropriate amount and type of experience and supervision required in the transition to independent practice. There is also a significant need for processes and standardized guidelines that can contribute to EPA development.

Alignment of Selected Veterinary Education Competencies With the Interprofessional Professionalism Assessment

“…As competency frameworks in medical education have been adopted across various countries, so too have they spread to other professions (9)(10)(11)(12). The existing competency frameworks cannot simply be applied to the profession of veterinary medicine without revision and adaptation.…”

Competency-Based Education

“…This new framework for designing courses is based on competencies, knowledge, and skills, rather than class time (Kelly & Columbus, 2016, Voorhees, 2001). The premise behind CBE is that the student will demonstrate acquisition of the required knowledge, skills, and attitudes expected for the educational module before leaving the classroom (Hodges, Konicki, Talley, Bordelon, Holland, & Galin, 2019).…”

Methodology Proposal for the Management of Nursing Competencies towards a Strategic Training. A Theoretical Analysis

“…These changes pose a challenge for nursing training, which must prepare future professionals to provide the expected effective health response. Nurse training requires nurses to strengthen, develop and broaden their own competencies, in accordance with the evolution of the context and what the citizens require [1].…”

“…Training in competencies focuses on learning through programs designed to acquire the knowledge, skills and attitudes that students are encouraged to demonstrate at the end of their training process [ 1 ]. The European Union’s guidelines for higher education have included, among others, the organization of education according to the learning/traineeship and the introduction of competency-based education, both in undergraduate and postgraduate [ 16 ].…”