Competence validation and cognitive flexibility: a theoretical model grounded in nursing education

Baccalaureate nursing students' perceptions of learning clinical judgment were investigated using grounded theory methodology. Comparative analysis of the qualitative data resulted in the development of a preliminary theoretical model, competence validation (Loving, 1991), a construct describing the process by which the student's identity as a competent nurse is established. The author postulates that the outcomes of competence validation vary according to students' perceptions of educational context. Two educational contexts, learning and evaluation, are described. Students' perceptions of educational context influence their motivational orientation which, subsequently, affects students' development of cognitive flexibility, the ability to find and apply information that is appropriate to patient problem solution. Findings from the study indicate that current evaluation practices in nursing education may negatively impact students' abilities to learn independent nursing judgment.