Journal of professional nursing : official journal of the American Association of Colleges of Nursing · 2026
Advancing competency-based education in nursing: Faculty-driven innovation for transforming population health.
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Sak Holly, Davis Rebecca, Harty Anne, Luksan Mesha, Jessen Jennifer, Genua Jo Anne
Аннотация
INTRODUCTION: Nursing faculty and academic leaders are embracing a transformative shift to competency-based education (CBE) pedagogies, guided by the 2021 AACN Essentials. This remodeling in nursing education is designed to better prepare practice-ready nurses who can effectively meet the complexities of today's healthcare landscape.
METHODS: A faculty-led project team utilized a Logic Model framework and partner-centered approaches to plan, implement, and evaluate innovative CBE teaching and learning strategies for undergraduate accelerated Bachelor of Science in Nursing (BSN) students. Piloted clinical checkpoints integrated backward design using validated tools for formative and summative assessment in population health practicums.
RESULTS: Mapping checkpoint activities to the Essentials offered faculty consistency and clarity of teaching and learning. Outputs garnered learnings from students, faculty, and community practice partners. Engaging partners in an integrated continuous quality improvement (CQI) strategy aided in strengthening, trialing, and reassessing CBE-aligned activities. The team created a journey map presenting a visual representation of student progression using a scaffolded approach to competency-development and course design.
DISCUSSION: Logic Model frameworks are process-driven, outcome-oriented visual representations with potential to support curriculum enhancement in nursing education.
METHODS: A faculty-led project team utilized a Logic Model framework and partner-centered approaches to plan, implement, and evaluate innovative CBE teaching and learning strategies for undergraduate accelerated Bachelor of Science in Nursing (BSN) students. Piloted clinical checkpoints integrated backward design using validated tools for formative and summative assessment in population health practicums.
RESULTS: Mapping checkpoint activities to the Essentials offered faculty consistency and clarity of teaching and learning. Outputs garnered learnings from students, faculty, and community practice partners. Engaging partners in an integrated continuous quality improvement (CQI) strategy aided in strengthening, trialing, and reassessing CBE-aligned activities. The team created a journey map presenting a visual representation of student progression using a scaffolded approach to competency-development and course design.
DISCUSSION: Logic Model frameworks are process-driven, outcome-oriented visual representations with potential to support curriculum enhancement in nursing education.