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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
The Texas model of differentiated entry-level competencies of graduates of nursing programs
Elizabeth Poster1, Phyllis Adams, Cora Clay
1University of Arlington School of Nursing, USA.
Abstract:
The Board of Nurse Examiners and the Board of Vocational Nurse Examiners for the State of Texas updated the state's competency-based education model in collaboration with stakeholders in nursing service, state nursing organizations, and the deans and directors of the state's 82 board-accredited professional nursing programs. Based on this collaborative effort, 14 differentiated entry-level competencies with associated knowledge and clinical behaviors/judgments were identified that set standards for graduates of vocational, diploma, associate, and baccalaureate degree programs.
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