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Reconsidering the Need for Technical Standards: Embracing Competency-Based Education in Nursing.

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Nursing education

Keywords:
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Area of Science:

  • Nursing Education
  • Higher Education Pedagogy
  • Healthcare Workforce Development

Background:

  • Technical standards in nursing education, used for 40 years, focus narrowly on physical and sensory abilities.
  • These standards act as gatekeepers, limiting inclusivity in nursing programs.
  • The rise of competency-based education (CBE) necessitates a reevaluation of traditional technical standards.

Purpose of the Study:

  • To examine the ongoing use and necessity of technical standards in nursing education.
  • To critique the limitations and potential biases of current technical standards.
  • To advocate for the adoption of competency-based education (CBE) frameworks.

Main Methods:

  • This is a commentary, not an empirical study.
  • Analysis of existing literature and practices regarding technical standards and CBE.
  • Argumentative approach to question the value and necessity of technical standards.

Main Results:

  • Technical standards are often outdated, ableist, and hinder diversity.
  • Competency-based education (CBE) provides a more precise and equitable method for assessing student readiness.
  • CBE promotes inclusivity and a more diverse nursing workforce.

Conclusions:

  • Nursing education should transition from narrow technical standards to inclusive, outcomes-based frameworks.
  • Competency-based education (CBE) is a superior model for assessing nursing student competency and readiness for practice.
  • Adopting CBE will foster a more diverse and equitable nursing workforce.