scholarly journals The Effect of Instructional Intervention about Competency-Based Nursing Education on academic’s knowledge, planning skills, and their acceptance during COVID Pandemic.

2021 ◽  
Vol 12 (4) ◽  
pp. 123-149
Author(s):  
Azza Fathi Ibrahim ◽  
Magda Atiya Gaber ◽  
Shadia Ramadan Morsy
Keyword(s):  
Nursing Education ◽  
Instructional Intervention ◽  
Competency Based

scholarly journals Integrating Patient Safety Education in the Undergraduate Nursing Curriculum: A Discussion Paper

2018 ◽  
Vol 12 (1) ◽  
pp. 125-132 ◽  
Author(s):  
Mansour J Mansour ◽  
Shadi F Al Shadafan ◽  
Firas T Abu-Sneineh ◽  
Mohammed M AlAmer
Keyword(s):  
Patient Safety ◽  
Nursing Education ◽  
Cultural Context ◽  
Nursing Curriculum ◽  
Safety Education ◽  
Discussion Paper ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Competency Based ◽  
Patient Safety Education

Background:This paper explores the opportunities and challenges for integrating patient safety education in undergraduate nursing curriculum.Methods:Four dimensions of undergraduate nursing education are examined: National accreditation of nursing programs, building a competency-based nursing education, a model of nursing education and building faculty capacity in patient safety education and research.Results:Incorporating patient safety in a nursing curriculum can be “institutionalized” by making it a pre-requisite for granting program accreditation. At the operational level, transforming undergraduate nursing education to incorporate inquiry-based learning and moving toward competency-based patient safety education are two key requirements for engaging the students with patient safety science. Building faculty capacity who are experts in both patient safety teaching and research remains a key challenge that needs to be addressed to enable a shift in the patient safety “mindset” for future nursing workforce.Conclusion:Efforts to introduce patient safety in nursing education are both necessary and timely, and should accommodate students’ unique needs and cultural context.

scholarly journals Nursing education: seeking critical-reflexive education and professional competencies

2006 ◽  
Vol 14 (5) ◽  
pp. 755-761 ◽  
Author(s):  
Kênia Lara Silva ◽  
Roseni Rosângela de Sena
Keyword(s):  
Labor Market ◽  
Nursing Education ◽  
Exploratory Study ◽  
Qualitative Approach ◽  
Methodological Framework ◽  
Active Subject ◽  
Professional Profile ◽  
Competency Based ◽  
Definition Of ◽  
Teaching Learning

The study describes changes that are noted in students during training and which contribute to define a professional profile. We carried out a descriptive-exploratory study with a qualitative approach, based on dialectics as a theoretical-methodological framework. The data was obtained from documented analysis and through focal groups with teachers, students and service nurses. The results show the student's position as an active subject in the teaching-learning process, through a movement of transformation of academic structures. A correlation was found between the movement that seeks students' greater political, active and critical participation as a way of determining and guiding the profile of the generalist nurse and greater social insertion. We conclude that, despite efforts, training guidelines and the definition of the professional profile in the study settings is directed at the demands of the labor market, and that competency-based training is still incipient.

Competence and competency-based nursing education: Finding our way through the issues

2014 ◽  
Vol 34 (5) ◽  
pp. 676-678 ◽  
Author(s):  
Em M. Pijl-Zieber ◽  
Sylvia Barton ◽  
Jill Konkin ◽  
Olu Awosoga ◽  
Vera Caine
Keyword(s):  
Nursing Education ◽  
Competency Based

A Second Generation of the Competency-Based Approach to Nursing Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Johanne Goudreau ◽  
Jacinthe Pepin ◽  
Sylvie Dubois ◽  
Louise Boyer ◽  
Caroline Larue ◽  
...  
Keyword(s):  
Nursing Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Second Generation ◽  
Implementation Process ◽  
Special Focus ◽  
Rigorous Evaluation ◽  
New Approach ◽  
Teaching And Learning Strategies ◽  
Competency Based

This article describes the renewal of a baccalaureate program in nursing. This new program was developed to respond to new challenges presented to the profession. A completely new approach was adopted, the competency-based approach (CBA), with a constructivist, holistic foundation that we named 'second generation CBA.' The CBA theoretical underpinnings are presented, as well as the structure and the content of the program with a special focus on the teaching and learning strategies. A course on health illustrates the approach. Although no rigorous evaluation has been held, comments from students and teachers were collected during the implementation process. Assessment of students' competency levels remains an important issue.

scholarly journals Work Integrated Learning: What do the students want? A qualitative study of Health Sciences students’ experiences of a non-competency based placement

2015 ◽  
Vol 6 (2) ◽  
pp. 87-91 ◽  
Author(s):  
Elizabeth Abery ◽  
Claire Drummond ◽  
Nadia Bevan
Keyword(s):  
Nursing Education ◽  
Real Life ◽  
Health Sciences ◽  
Integrated Learning ◽  
Theoretical Concepts ◽  
Health Sciences Students ◽  
Life Context ◽  
Competency Based ◽  
Work Integrated Learning ◽  
Education And Law

Work Integrated Learning (WIL) offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in an applied real-life context. WIL also assists students in their transition from educational to professional practice informed by experience, engagement and reflection. Traditionally, disciplines such as Medicine, Nursing, Education, and Law have incorporated WIL into their programs. Literature outlines the benefits of a WIL placement to measure learned competencies, which are integral to such fields of practice. Currently, the scope for a WIL experience is expanding into other non-clinical courses due to increasing pressure for universities to produce “work ready” graduates. However, in generalist degrees such as Health Sciences, where clinical or explicit skill competencies are not required, the WIL experience is generic. This study sought the perceptions of past Health Sciences students’ WIL experiences in order to develop appropriate resources for future students.  

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