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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).
Background:
Competency attainment is foremost in the ethos of this project that provides a practical guide to implementing entrustable professional activities (EPAs) as one approach to competency acquisition in the clinical education component of a health care program. EPAs are units of work that provide evidence of required competencies for the clinical education component of a program of study for educators, preceptors, and students.
Problem:
The American Association of Colleges of Nursing has raised the importance of competency-based education and need for a practical approach to assess clinical competency challenges (eg, EPAs) in nursing education.
Approach:
The implementation of EPAs in the clinical component of advanced nursing education is detailed as an example in this article. Prioritizing a systematic approach, the Knowledge to Action framework, was chosen to guide the process.
Conclusion:
Nursing must act now to put in place a robust competency acquisition and validation system.
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