Competence and competency-based nursing education: finding our way through the issues.

Area of Science:

• Nursing Education
• Professional Competence

Background:

• The concept of competence is prevalent in nursing practice regulation and curriculum design.
• However, widespread confusion exists regarding 'competence', 'competency', and 'competency-based education'.
• The global popularity of competence frameworks in nursing is noted, alongside inherent flaws.

Purpose of the Study:

• To disentangle the distinct meanings of competence, competency, and competency-based education.
• To critically evaluate the application and limitations of competence frameworks within nursing education.

Main Methods:

• Conceptual analysis of terminology related to professional competence in nursing.
• Critical review of existing literature on competence frameworks in nursing education.

Main Results:

• Identified significant ambiguity and overlap in the definitions of competence and competency.
• Highlighted conceptual weaknesses and practical limitations of current competence frameworks.
• Demonstrated that competence is a necessary but insufficient descriptor of professional nursing practice.

Conclusions:

• Clearer definitions are needed to address the confusion surrounding competence and competency.
• Rethinking the reliance on competence frameworks is essential for effective nursing education.
• Alternative or supplementary approaches may better capture the complexity of nursing practice.