Nurse educator · 2025
Competency-Based Education as a Catalyst for Inclusion: Practical Pathways for Supporting Nursing Students.
СтатьяНазвание и аннотация: Перевод в очереди
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Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Arbour Megan, Milazzo Maria, Marks Beth, Sisirak Jasmina
Аннотация
BACKGROUND: Nurse educators have a professional and ethical responsibility to revise curricula to be inclusive and competency-based.
PROBLEM: Inclusive education benefits all students, including neurodivergent and disabled learners, and reduces reliance on individually awarded accommodations. Many nurse educators lack skills for inclusive instruction.
APPROACH: This article presents a practical framework that integrates Transparency in Learning and Teaching, Universal Design for Learning, and Competency-Based Education. Grounded in the American Nurses Association Code of Ethics, this approach anticipates diverse learner needs, promotes access, and strengthens student success and workforce readiness. Strategies for revising assessments and assignments are included, with emphasis on student voice in the design process. Collaboration with instructional designers and disability resource professionals supports the creation of flexible, transparent, and competency-aligned learning environments.
CONCLUSION: By embedding inclusive practices into nursing education, faculty can foster equity, dismantle systemic ableism, and build a workforce that respects the full spectrum of human ability.
PROBLEM: Inclusive education benefits all students, including neurodivergent and disabled learners, and reduces reliance on individually awarded accommodations. Many nurse educators lack skills for inclusive instruction.
APPROACH: This article presents a practical framework that integrates Transparency in Learning and Teaching, Universal Design for Learning, and Competency-Based Education. Grounded in the American Nurses Association Code of Ethics, this approach anticipates diverse learner needs, promotes access, and strengthens student success and workforce readiness. Strategies for revising assessments and assignments are included, with emphasis on student voice in the design process. Collaboration with instructional designers and disability resource professionals supports the creation of flexible, transparent, and competency-aligned learning environments.
CONCLUSION: By embedding inclusive practices into nursing education, faculty can foster equity, dismantle systemic ableism, and build a workforce that respects the full spectrum of human ability.