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National Nursing Organizations II

National Nursing Organizations II

Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
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Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

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

Em M Pijl-Zieber¹, Sylvia Barton², Jill Konkin³

¹University of Lethbridge, 4401 University Drive, Lethbridge, Alberta T1K 3M4 Canada.

Nurse Education Today

|October 5, 2013

Summary

This paper clarifies the terms competence, competency, and competency-based education in nursing. It critiques the widespread use and flaws of competence frameworks in nursing education and practice.

Keywords:

Competence Competency-based education Nursing Students Undergraduate nursing education

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Published on: December 9, 2022

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.