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Using professional specialty competencies to guide course development.

Gwendolyn F Foss1, Janice K Janken, David R Langford

  • 1Department of Family and Community Nursing, School of Nursing, College of Health and Human Services, University of North Carolina at Charlotte, Charlotte, North Carolina, USA. gffoss@email.uncc.edu

The Journal of Nursing Education
|September 4, 2004
PubMed
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The RN-to-BSN community health nursing course shifted to a competency-based model, improving student satisfaction and learning outcomes. This new approach focuses on mastering professional competencies rather than traditional clinical hours.

Area of Science:

  • Nursing Education
  • Community Health Nursing

Background:

  • Traditional RN-to-BSN community health nursing (CHN) courses faced challenges with diminishing clinical preceptor placements.
  • Student and faculty dissatisfaction grew with the traditional course structure and clinical hour requirements.

Purpose of the Study:

  • To reconceptualize an RN-to-BSN CHN course from a traditional model to a competency-based model.
  • To enhance learning outcomes and address challenges in clinical placements.

Main Methods:

  • Adopted a competency-based model using competencies identified by the Association of Community Health Nursing Educators.
  • Clustered competencies into units with learning activities and grading criteria focused on critical knowledge, values, and skills.
  • Assessed student learning outcomes and competency mastery by course faculty, not agency preceptors.

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Main Results:

  • Students demonstrated mastery of professional competencies.
  • Students reported satisfaction with the self-directed learning approach, valuing their professional status as RNs.
  • The competency-based model successfully addressed the limitations of traditional clinical placements.

Conclusions:

  • The competency-based model is an effective alternative for RN-to-BSN community health nursing education.
  • This model enhances student engagement and allows for self-directed learning tailored to RNs.
  • Reconceptualizing nursing education around competencies can overcome logistical challenges in clinical placements.