Nursing Education Practice Update 2022: Competency-Based Education in Nursing

Lewis, Lisa S.; Rebeschi, Lisa M.; Hunt, Ellie

doi:10.1177/23779608221140774

Cited by 13 publications

(7 citation statements)

References 20 publications

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“…Results from this project align with the literature showing that education alone is not enough to improve practice (Lewis et al, 2022). To supplement education sessions and increase impact, program managers might consider one-on-one meetings with each nurse to gauge understanding and answer questions.…”

Section: Implications For Sustained Practice Changesupporting

confidence: 80%

A Supportive Heart Failure Care Program to Reduce Hospital Readmissions

Hagan,

Cygan,

Rockwell

et al. 2023

Home Healthcare Now

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In the United States, heart failure (HF) is the leading reason for hospital readmissions, with 27% of Medicare recipients with HF being readmitted within 30 days The purpose of this quality improvement project was to decrease HF readmissions during their first 30 days of care with our home health agency. The Supportive Heart Failure Care education program was based on the results of a population assessment and included establishment of agency-wide best practices, nursing education sessions, and implementation of best practices focused on evidence-based self-management. After implementation of this project, the hospital readmission rate decreased from 32% to 21%. The nurses who completed the education sessions (N = 35) showed an increase in knowledge of 4.1% from pre-test scores. However, chart audits showed varying levels of documented practice in alignment with best practices. Although results of this project showed a small improvement in nurse knowledge and varied changes to documented practice, the overall project goal of decreasing hospital readmissions was achieved. Understanding individual and systems-level barriers to translating education to practice is needed to better meet the needs of home health nurses and the HF patients they serve.

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Section: Implications For Sustained Practice Changesupporting

confidence: 80%

A Supportive Heart Failure Care Program to Reduce Hospital Readmissions

Hagan,

Cygan,

Rockwell

et al. 2023

Home Healthcare Now

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“…When addressing education of healthcare professionals in the health and healthcare of people with intellectual and developmental disabilities, known contexts of health education in interaction with this community and their supports include that: (1) integrated healthcare is needed within and across spheres of care (Lipstein et al, 2016; WHO, 2016); (2) the medical model of disability is not sufficient for the education of healthcare professionals (Goering, 2015; Layne, 2023; Zaks, 2023); (3) people with intellectual and developmental disabilities cross all sections of the population and those from marginalized racial and ethnic groups, and/or with marginalized gender status, religious beliefs, and others face intersectionality (Hassiotis, 2020; Magaña et al, 2016); (4) the need for competency‐based education (Lewis et al, 2022; Ten Cate, 2017); and (5) the need for interprofessional education and practice (Hintenach & Howe, 2020; WHO, 2010).…”

Section: Resultsmentioning

confidence: 99%

“…Competency‐based education refers to the education and evaluation of students for demonstration of expected knowledge and skills as they progress in their education. Competency‐based education is expected in healthcare professional education (Lewis et al, 2022; Ten Cate, 2017). Further, specific competencies for health professional education on disabilities exist and have been endorsed by at least 24 organizations (Alliance for Disability in Health Care Education, 2019; The Ohio State University, 2023).…”

Section: Resultsmentioning

confidence: 99%

Health professionals' education related to people with intellectual and developmental disabilities: A scoping review

Ailey,

Bathje,

Tichá

et al. 2024

Research Intellect Disabil

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BackgroundPeople with intellectual and developmental disabilities are among the most underserved in an inequitable healthcare system.MethodsUsing Arksey and O'Malley's methodology and a social determinants of health framework, we conducted a scoping review of literature on the state of practice in education of healthcare professionals in the health and healthcare needs of this population.ResultsSearches found 4948 articles, with 182 included in the final review. Themes identified included gaps of not being informed by workforce needs, continued use of the medical model of care, not addressing intersectionality with racial/ethnic and other discriminations, and lack of involvement of the population in developing/evaluating programs and promising trends of development of competency‐based interprofessional programs with experiential learning.ConclusionWe provide recommendations for best practices in a concerted effort to educate a healthcare workforce equipped with the knowledge and skills to address the health needs of this population.

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“…As an outcome-based and learner-centric approach, competency-based education (CBE) enhances the clinical performance of healthcare providers [ 2 ]. CBE is expected to produce a health workforce that can provide optimal care by making comprehensive decisions based on acquired competencies [ 3 ]. The shift from traditional object-based education (OBE) to CBE has been a key trend in health professional education worldwide [ 4 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: a qualitative study

Nagai,

Oikawa,

Komagata

et al. 2024

Hum Resour Health

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Background Designing competency-based education (CBE) programmes is a priority in global nursing education for better nursing care for the population. In the Democratic Republic of the Congo (DRC), object-based education (OBE) remains mainstream in pre-service nursing education programmes. Recently, the Ministry of Health developed a self-assessment tool and quantitatively compared the clinical competency of CBE- and OBE-trained nurses. This study aimed to qualitatively triangulate the results of self-evaluation by exploring perception of supervisors, incumbent CBE-, and OBE-trained nurses in comparison with the competence of the two types of nurses, and to identify influential factors or barriers to their competence in clinical settings. Methods A qualitative descriptive approach with conventional content analysis was applied. Twenty interviews with clinical supervisors who oversaw both CBE- and OBE-trained nurses, 22 focus group discussions (FGDs) with CBE-trained nurses, and 21 FGDs with OBA-trained nurses currently working in health facilities were conducted. Participants of the FGDs were selected from the participants of the DRC self-assessment competency comparison study where there was no statistically significance between CBE- and OBE-trained nurses in the demographic characteristics. Data were analysed in terms of the competencies identified by the Ministry of Health. Results The supervisors recognised that the CBE-trained nurses had stronger competencies in professional communication, making decisions about health problems, and engaging in professional development, but were weak in clinical skills. This study identified challenges for supervisors in assuring standardised care in health facilities with OBE- and CBE-trained nurses, as well as barriers for CBE-trained nurses as a minority in the workplace in demonstrating their competencies. Conclusions The study results support the Ministry of Health’s policy to expand CBE in pre-service education programmes but reveal that its slow implementation impedes full utilisation of the acquired competencies at health facilities. Implementation could be accelerated by strengthening cooperation among the Ministry of Health’s three human resource departments, and developing and implementing a well-planned, legally binding, long-term CBE reform strategy, including an approach to the Continuing Professional Development system.

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Nursing Education Practice Update 2022: Competency-Based Education in Nursing

Cited by 13 publications

References 20 publications

A Supportive Heart Failure Care Program to Reduce Hospital Readmissions

A Supportive Heart Failure Care Program to Reduce Hospital Readmissions

Health professionals' education related to people with intellectual and developmental disabilities: A scoping review

Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: a qualitative study

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