foreign studies nres chapter 2
TRANSCRIPT
-
7/28/2019 Foreign Studies NRES Chapter 2
1/3
Foreign Studies[13]A study by Richard W. Redman, PhD, RN /Carrie B. Lenburg, EdD, RN, FAAN /Patricia Hinton
Walker, PhD, FAAN, Deals with competency assessment in nursing education.
Competency Assessment: Methods for Development and Implementation in Nursing Education
Competent performance by health care professionals is expected throughout society.
However, defining what it is and teaching students how to perform competently faces many
challenges. This article provides a brief overview of the contemporary focus on competency
assessment in nursing education. The redesigned nursing curriculum at the University of
Colorado is presented as an exemplar of a practice-oriented model that requires competent
performance among students. Methods for implementing a competency-based curriculum and
lessons learned during the process are discussed.
Those in nursing education face many challenges. Students approach the learning
institution with the assumption that they will be taught the requisite knowledge and skills to
become competent nurses. Employers of nursing graduates assume that the nursing degree
and the state licensure certify competent performance. Many definitional and methodological
issues evolve from these assumptions. The social mandate for accountability, however, does
not tolerate ambiguous assumptions or debate. While the assessment of competent practice in
the service sector has received considerable attention the past 25 years, the implementation of
competency assessment models in nursing education has moved at a much slower pace.
Multiple requirements for competent nursing practice in the health care system have
been established by national associations and agencies. These include the American Nurses
Association, the American Association of Critical Care Nurses Standards for Nursing Care of
the Critically Ill and their Education Standards for Critical Care Nursing (Alspach, 1992). The
Joint Commission for Accreditation of health care Organizations requires that clinical
competence be assessed for all nursing staff and holds institutional leaders accountable for
ensuring that competency of all staff is assessed, maintained, demonstrated, and continually
improved (JCAHO, 1999).
Competency assessment is always outcome oriented; the goal is to evaluate
performance for the effective application of knowledge and skill in the practice setting.
http://www.nursingworld.org/nursingcompetencies/#authorshttp://www.nursingworld.org/nursingcompetencies/#authorshttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Alspachhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#JCAHOhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#JCAHOhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Alspachhttp://www.nursingworld.org/nursingcompetencies/#authorshttp://www.nursingworld.org/nursingcompetencies/#authors -
7/28/2019 Foreign Studies NRES Chapter 2
2/3
Competency assessment techniques address psychomotor, cognitive, and affective domains.
Competencies can be generic to clinical practice in any setting, specific to a clinical specialty,
basic or advanced (Benner, 1982; Gurvis & Grey, 1995).
Competency-based education has been found to be equally effective in both didactic
and self-learning approaches (Lenburg, 1990; Schlomer, Anderson, & Shaw,
1997). Alspach(1984) presents hallmarks of competency-based education that make them
applicable both in practice and in educational settings. These include competencies based on
validation of what performance by competent practitioners actually comprises. In addition,
competency assessment is based on criterion-referenced evaluation methods where the
learners performance is evaluated against a set of criteria provided to the learner so that both
the learner and the assessor are clear on what performance is required. Finally, competency-
based education is learner-centered in that outcomes are specified and describe what the
learner must do to demonstrate competency.
Masson & Fain (1997) discuss the value of a competency-based system in cross-
training, which is commonly used in todays cost-containment environment. They illustrate the
effectiveness of a comprehensive system of competency validation for long-term staff,
orientees, and nursing students.
Del Bueno reports it took approximately eight months of clinical experience before new
BSN graduates felt confident and competent in their clinical judgments. Given the array of
individual differences in nursing performance, she recommends that employers and educators
assess competencies before assigning nurses to practice settings or advancing them in
educational programs (Del Bueno, 1990).
The redesigned curriculum resulted in a unique approach to nursing education. The
experience in converting to a competency-based curriculum has been both successful and
challenging. Faculty and student experiences to date have been positive. The redesigned
curriculum is viewed as responsive to the competency-oriented environment and employers
believe the transition of graduates into practice settings will be more effective, efficient, and
successful. This competency-based approach to education can serve as a model which offers a
wide variety of applications to education and service environments.
http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Bennerhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Gurvishttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Lenburghttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Schlomerhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Schlomerhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Alspachhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Massonhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#del%20Bueno2http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#del%20Bueno2http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Massonhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Alspachhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Schlomerhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Schlomerhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Lenburghttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Gurvishttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.aspx#Benner -
7/28/2019 Foreign Studies NRES Chapter 2
3/3
The researchers adopted the criterion-referenced evaluation methods. Competency is
evaluated against a set of criteria. In this study, the criteria to be used is the Eleven Core
Competency Standards.
Synthesis
CMO No. 14 mandates the implementation of the new nursing curriculum. It contains the
standard curriculum and syllabi of the nursing subjects. This memorandum was developed to
improve the competency of Filipino nurses and produce higly qualified nurses.
From the literatures collected, the researchers are able to extract the information that
graduating nursing students are expected to be knowledgeable and confident in the 11 Core
Competency areas. With this, the researchers will utilize the Core Competencies to test the
graduating students knowledge and skills in terms of their duty in Related learning experience.