scholarly journals Assessment of nursing students’ research competencies with competency‐based education

2021 ◽  
Author(s):  
Rizal Angelo N. Grande ◽  
Daniel Joseph E. Berdida ◽  
Hazel N. Villagracia ◽  
Jay Nantin Ablao ◽  
Paul Reinald B. Garcia
Keyword(s):  
Nursing Students ◽  
Competency Based Education ◽  
Research Competencies ◽  
Competency Based

Performance evaluation of nursing students following competency-based education

2015 ◽  
Vol 35 (1) ◽  
pp. 97-103 ◽  
Author(s):  
Jun-Yu Fan ◽  
Yu Hsin Wang ◽  
Li Fen Chao ◽  
Sui-Whi Jane ◽  
Li-Ling Hsu
Keyword(s):  
Performance Evaluation ◽  
Nursing Students ◽  
Competency Based Education ◽  
Competency Based

scholarly journals Implementation of a Formative Objective Structured Clinical Exam to assess self evaluation in a rural BSN-DNP program

2020 ◽  
Vol 10 (12) ◽  
pp. 69
Author(s):  
Jennifer Lynn Rogers ◽  
Katy Garth
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Self Assessment ◽  
Actual Performance ◽  
Clinical Exam ◽  
Self Evaluation ◽  
Competency Based Education ◽  
Objective Structured Clinical Exam ◽  
Competency Based

Background and objective: The role of self-assessment in competency-based education has been controversial. The Objective Structured Clinical Exam (OSCE) has been used to assess competencies across the health professions. However, exploring the role of the OSCE as a method of self-assessment for nursing students has been limited. Objective: Implementation of a low cost pilot OSCE in a rural BSN-DNP program to explore graduate nursing students perceived self-evaluation of competencies to their actual OSCE performance.Methods: Eight students enrolled in a small, rural Bachelor of Science and Nursing to Doctorate of Nursing Practice (BSN-DNP) program in the Family Nurse Practitioner (FNP) specialty track were required to complete an OSCE. Graduate students participating in the OSCE completed a Self-Assessment of Competency questionnaire prior to performing the OSCE and the results were compared to their actual performance on the OSCE. Using available resources, undergraduate students in the BSN program at the institution were utilized as standardized patients.Results: Students perceived self-assessment of competence rated higher than their actual performance in subjective and objective data collection and implementation of a plan. Students’ actual performance was superior to their perceived self-assessment regarding communication with the patient.Conclusions: Without competency-based self-assessments, students can be unaware of their strengths and weaknesses. The OSCE is an instrument that provides faculty and students with objective measures of self-evaluation and should be considered as a component of competency-based education in rural nursing institutions.

Giving Up the Grade Chase for a Competency-Based Education

1996 ◽  
Vol 23 ◽  
pp. 69-77
Author(s):  
Donald E. Mowrer
Keyword(s):  
Competency Based Education ◽  
Competency Based

A culture of competence: A survey of implementation of competency-based education and assessment.

2016 ◽  
Vol 10 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Catherine L. Grus ◽  
Carol Falender ◽  
Nadya A. Fouad ◽  
Ashima Kapur Lavelle
Keyword(s):  
Competency Based Education ◽  
Competency Based

Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

2021 ◽  
Vol 34 (03) ◽  
pp. 155-162
Author(s):  
Marisa Louridas ◽  
Sandra de Montbrun
Keyword(s):  
Minimally Invasive ◽  
Technical Skill ◽  
Assessment Tools ◽  
Independent Practice ◽  
Competency Based Education ◽  
The Past ◽  
Robotic Colorectal Surgery ◽  
Competency Based ◽  
Colorectal Surgeons ◽  
Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

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