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A test of the California competency-based differentiated role model
Sarah B Keating1, Dana N Rutledge, Arlene Sargent
1University of Nevada-Reno, Orville School of Nursing, USA.
Managed Care Quarterly
|June 7, 2003
Summary
The Competency-Based Role Differentiation Model (CBRDM) helps align nursing education and practice. Senior students function at a novice level, while new graduates demonstrate competent skills, guiding role expectations and career planning.
Area of Science:
- Nursing Education
- Healthcare Workforce Development
- Competency Assessment
Background:
- Incongruence exists between nursing service expectations and education in California.
- The Competency-Based Role Differentiation Model (CBRDM) was developed to bridge this gap.
- Testing the CBRDM's utility in practice, education, and career planning was necessary.
Purpose of the Study:
- To evaluate the Competency-Based Role Differentiation Model (CBRDM).
- To assess the model's applicability in service settings, educational programs, and for nurse career planning.
- To differentiate practice and educational competencies for nurses.
Main Methods:
- Three alpha demonstration sites in California were established.
- Sites involved partnerships between medical centers and associate/baccalaureate nursing programs.
- Observers rated senior nursing students and new graduates on specific roles and behaviors.
Main Results:
- Senior nursing students exhibited novice-level performance in teacher and leadership roles.
- New nursing graduates demonstrated predominantly competent-level performance.
- New graduates engaged in both novice and competent care coordinator roles.
Conclusions:
- The CBRDM shows utility for evaluating student and nurse performance.
- The model aids in defining role expectations and necessary preparation for nursing roles.
- CBRDM supports nursing's ongoing definition of practice levels and career planning.