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Entrustable Professional Activities in Clinical Education: A Practical Approach for Advanced Nursing Education
Catherine Corrigan1, Katherine Moran, Karen Kesten
1Researcher, Centre for eIntegrated Care, ICNP Research & Development Centre, Dublin City University, Ireland (Dr Corrigan); Associate Professor and Associate Dean for Graduate Nursing Programs and Research (Dr Moran), Associate Professor (Dr Manderscheid), Kirkhof College of Nursing, and Adjunct Faculty (Dr Conrad), Grand Valley State University, Allendale, Michigan; PhD Student and Graduate Research Assistant (Ms Beebe), School of Nursing, and Associate Professor and Director of Doctor of Nursing Practice Scholarly Projects (Dr Kesten), The George Washington University, Washington, District of Columbia; Conrad Health Consultants, P.C., Allendale, Michigan (Dr Conrad); and Nurse Practitioner, Cancer & Hematology Centers of Western Michigan, P.C., Grand Rapids, Michigan (Dr Pohl).
Implementing entrustable professional activities (EPAs) offers a practical method for competency acquisition in health care education. This approach provides evidence of required competencies for students and educators in clinical settings.
Area of Science:
- Health professions education
- Nursing education research
- Competency-based education
Background:
- Competency attainment is a core principle in health care education.
- Entrustable Professional Activities (EPAs) serve as a method for competency acquisition.
- EPAs provide evidence of required competencies for students and educators.
Purpose of the Study:
- To provide a practical guide for implementing EPAs in clinical education.
- To address the need for practical approaches to assess clinical competency challenges in nursing education.
- To align with the American Association of Colleges of Nursing's emphasis on competency-based education.
Main Methods:
- Detailed implementation of EPAs in advanced nursing education.
- Utilized the Knowledge to Action framework for a systematic approach.
- Focused on the clinical education component of health care programs.
Main Results:
- Demonstrated a practical application of EPAs in advanced nursing education.
- Highlighted the systematic implementation process using the Knowledge to Action framework.
- Provided a model for assessing clinical competencies.
Conclusions:
- Nursing education requires a robust system for competency acquisition and validation.
- EPAs offer a viable solution for competency assessment in clinical settings.
- Proactive implementation of competency frameworks is essential for nursing education.
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