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Competency-based training in nursing: limits and possibilities.

Silvia Franco da Rocha Tonhom1, Maria Cristina Guimarães da Costa1, Cássia Galli Hamamoto1

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Summary

Competency-based training in nursing shows promise, particularly the dialog-based approach, aligning with national guidelines. However, improvements are needed in school-workplace partnerships, teacher/student roles, and evaluation processes.

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Area of Science:

  • Nursing Education
  • Competency-Based Training

Background:

  • Competency-based training (CBT) is increasingly adopted in nursing education.
  • Understanding the theoretical underpinnings and practical limitations of CBT is crucial for effective implementation.

Purpose of the Study:

  • To analyze the possibilities and limitations of competency-based training in nursing.
  • To evaluate the alignment of different theoretical approaches to competency with national nursing curriculum guidelines.

Main Methods:

  • An integrative literature review on competency-based training in nursing.
  • Analysis of a survey evaluating a nursing course based on competency areas.
  • A dialogical approach integrating literature findings with survey results.

Main Results:

  • The literature predominantly supports constructivist, functionalist, and dialog-based approaches to competency.
  • The dialog-based approach to competency best aligns with national nursing curriculum guidelines.
  • Limitations in CBT include the need for enhanced school-workplace partnerships, defined teacher/student roles, and refined evaluation processes.

Conclusions:

  • The dialog-based approach to competency is most congruent with national nursing training standards.
  • Further development is required in key areas such as inter-institutional collaboration, pedagogical roles, and assessment strategies within CBT programs.