Journal of professional nursing : official journal of the American Association of Colleges of Nursing · 2025
Competency-based education for teaching the concept of communication.
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Wittenberg Elaine, Goldsmith Joy V, Maffucci Jennifer, Burt Leah, Szwajnos Elizabeth, Lee Hanna G
Аннотация
BACKGROUND: Although AACN standards recognize communication as vital for establishing nurse competency, formal educational materials and direction for teaching and assessing communication are lacking.
PURPOSE: This article explores current implementation efforts and the development and preliminary testing of a competency-based framework for communication.
METHODS: A three-step process was conducted: (a) a national survey of nursing programs on communication implementation; (b) development of competency-based communication learning objectives; and (c) a scaffolded learning approach to teaching communication competency.
RESULTS: Moderate levels of implementation of communication content within BSN programs were reported (mean 7.86 out of 10), with implementation highest in course content on Chronic Disease and lowest in Hospice and Palliative Care. A total of 56 communication learning objectives were evaluated by AACN workgroup members. Out of the learning objectives, 12 scored less than 3.5 out of 5 and were removed, resulting in a finalized list of 44 learning objectives. Seventy-six nursing students participated in a scaffolded learning approach that included an online communication module designed to teach three of the learning objectives. Significant student improvements in communication knowledge and ability to be present were found, as well as satisfaction with the online module. There were no significant changes in the level of comfort with communication. Communication competency post-module was assessed by raters, showing variance among students.
CONCLUSIONS: This article presents the first theoretically-grounded and systematic approach for competency-based education for teaching communication.
PURPOSE: This article explores current implementation efforts and the development and preliminary testing of a competency-based framework for communication.
METHODS: A three-step process was conducted: (a) a national survey of nursing programs on communication implementation; (b) development of competency-based communication learning objectives; and (c) a scaffolded learning approach to teaching communication competency.
RESULTS: Moderate levels of implementation of communication content within BSN programs were reported (mean 7.86 out of 10), with implementation highest in course content on Chronic Disease and lowest in Hospice and Palliative Care. A total of 56 communication learning objectives were evaluated by AACN workgroup members. Out of the learning objectives, 12 scored less than 3.5 out of 5 and were removed, resulting in a finalized list of 44 learning objectives. Seventy-six nursing students participated in a scaffolded learning approach that included an online communication module designed to teach three of the learning objectives. Significant student improvements in communication knowledge and ability to be present were found, as well as satisfaction with the online module. There were no significant changes in the level of comfort with communication. Communication competency post-module was assessed by raters, showing variance among students.
CONCLUSIONS: This article presents the first theoretically-grounded and systematic approach for competency-based education for teaching communication.