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Teaching and Evaluating Health Assessment Competencies in Entry-Level and Advanced-Level Nursing Programs
Angela Schooley1,2, Jeanne Moore3, Tracey Chan4
1College of Nursing, Purdue University Northwest, Hammond.
The Journal of Nursing Education
|September 9, 2025
Summary
Competency-based education (CBE) in nursing requires better physical assessment evaluation. Gaps in standardized tools and time exist, hindering the preparation of practice-ready graduates.
Area of Science:
- Nursing Education
- Health Assessment
- Competency-Based Education
Background:
- The transition to competency-based education (CBE) necessitates evaluating physical health assessment teaching and evaluation methods in nursing.
- This is crucial for both entry-level and advanced nursing programs.
Purpose of the Study:
- To examine current practices in teaching and evaluating physical health assessment competencies within nursing education.
- To identify challenges and gaps in implementing competency-based education (CBE) for physical assessment.
Main Methods:
- A national survey utilizing backward design principles was conducted.
- Data collected focused on physical assessment competency behaviors, assessment strategies, and teaching/learning approaches.
Main Results:
- Surveys from 54 entry-level and 27 advanced-level programs were analyzed using descriptive statistics.
- Key findings include a lack of standardized assessment tools, limited focus on specific populations, barriers to inclusive assessments, and time constraints.
Conclusions:
- While some CBE elements are integrated, significant gaps hinder successful implementation in physical assessment courses.
- Addressing these gaps is essential for preparing competent, practice-ready nursing graduates.
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