Competency-based to nursing education: literature review

2011 ◽  
Vol 5 (2) ◽  
pp. 472 ◽  
Author(s):  
Manuel Matos Fernandes ◽  
João Barradas Durão ◽  
Ana maria Leitão Fonseca
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Curriculum Design ◽  
Educación Superior ◽  
Educational Strategies ◽  
Educational Models ◽  
Educacion Superior ◽  
Competency Based Education ◽  
Competency Based ◽  
Education Nursing

ABSTRACTObjectives: to characterize the scientific production of models and educational strategies for nursing education based on competencies; Identify results of model implementation/education strategies; discuss the commonalities and divergences on the use of models / educational strategies. Methodology: literature review in November 2010, on the bases of the Virtual Health Library (VHL) using the following keywords: Competency-based Education, Nursing Education and Higher Education, being selected one. In EBSCO, using the same descriptors in English (Competency-Based Education, Education, Nursing, Education, Higher), same time period, are found on 36 articles and 9 were selected. The inclusion criteria were research papers published between 2005 to 2010, available online as full text, to be in Portuguese, English or Spanish and focus further study. Also excluded were review articles, editorials and theses. Results: we characterized studies of educational models and strategies for a competency-based learning experiences in which emphasize teaching methods, curriculum design or evaluation. Conclusion: It was evident advantage in competency-based education, especially with the use of predefined models and use of educational strategies and models of interactive nature. Descriptors: competency-based education; education, nursing; education higher.RESUMOObjetivos: caracterizar produção científica sobre modelos e estratégias educacionais para educação em enfermagem  baseada em competências; Identificar resultados da implementação de modelo/estratégias educacionais; Discutir aspectos convergentes e divergentes sobre uso dos modelos/estratégias educacionais. Metodologia: revisão de literatura em Novembro de 2010, nas bases da Biblioteca Virtual em Saúde (BVS) utilizando os seguintes descritores: Educação baseada em competências, Educação em enfermagem e Ensino Superior, sendo selecionado um. Na EBSCO, utilizando os mesmos descritores em língua inglesa (Competency-Based Education; Education, Nursing;  Education, Higher), igual período de tempo, encontaram-se 36 artigos e foram seleccionados 9. Os critérios de inclusão foram: artigos de pesquisas publicados   no   período  2005 a 2010, estar  disponível on-line como texto completo, estar nos idiomas português, inglês ou espanhol e focalizar objecto de estudo. Excluíram-se artigos de opinião, editoriais e teses. Resultados: Foram caracterizados estudos sobre modelos e estratégias educacionais para uma aprendizagem baseada em competências nos quais as experiências enfatizam os métodos de ensino, o desenho curricular ou a avaliação. Conclusão: Ficou evidenciada vantagem na educação baseada em competências, sobretudo com a utilização de modelos prédefinidos e uso de estratégias e modelos educacionais de carácter interativo. Descritores: educação baseada em competências; educação em enfermagem; ensino superior.RESUMENObjetivos: caracterizar la producción científica de los modelos y estrategias educativas para la educación de enfermería basada en competencias; Identificar los resultados de la implementación del modelo y estrategias en la educación, discutir los puntos comunes y divergencias sobre el uso de modelos y estrategias educativas. Metodologia: revisión de la literatura en noviembre de 2010, sobre las bases de la Biblioteca Virtual en Salud (BVS) con las siguientes palabras: Educación Basada en Competencias, Educación en Enfermería y Educación Superior, siendo seleccionada uno. En EBSCO, utilizando los mismos descriptores en Inglés (Competency-Based Education; Education, Nursing; Education, Higher), mismo período de tiempo, se encuentran en 36 artículos y 9 fueron seleccionadas. Los criterios de inclusión fueron artículos de investigación publicados entre 2005 y 2010, disponible en línea en texto completo, para estar en Portugués, Inglés o Español y el foco mayor estudio. También se excluyeron los artículos de revisión, editoriales y tesis. Resultados: Se han caracterizado los estudios de los modelos educativos y estrategias de experiencias basadas en las competencias de aprendizaje que hacen hincapié en los métodos de enseñanza, diseño curricular o la evaluación. Conclusión: Es evidente ventaja en la educación basada en la competencia, especialmente con el uso de modelos predifinidos y el uso de estrategias educativas y modelos de carácter interactivo. Descriptores: educación basada en competencias; educación en enfermería; educación superior.

scholarly journals CORPO DO PROFESSOR: REFLEXÕES PRÁTICAS SOBRE SUBJETIVIDADE E PODER NA FORMAÇÃO DE ENFERMEIROS

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Paulo Sérgio Da Silva ◽  
Albert Lengruber De Azevedo ◽  
Cleiry Simone Moreira Da Silva ◽  
Sílvia Teresa Carvalho De Araújo ◽  
Wiliam César Alves Machado ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Health Professionals ◽  
The Body ◽  
Practical Philosophy ◽  
Educación Superior ◽  
Health Team ◽  
Educacion Superior ◽  
Education Nursing

Objetivo: Refletir sobre o corpo do professor de enfermagem no discurso da subjetividade e poder. Metodologia: Trata-se de um ensaio teórico orientado por reflexões contextuais organizadas no núcleo prático intitulado: o corpo do professor de enfermagem no discurso da subjetividade e poder. Resultados: No plano da subjetividade, a formação de enfermeiros foi pensada a partir das marcas produzidas pelo corpo do professor que são fixadas nos estudantes de enfermagem durante o percurso acadêmico. No que diz respeito ao poder disciplinador, as reflexões assumidas foram contrastadas com os cenários do cuidado onde o egresso, marcado por diferentes professores, encontra-se com os seus clientes, chefias e a equipe multiprofissional de saúde. Conclusão: Para não concluir: importa registrar a necessidade de pensar os espaços de ensinar e cuidar à luz de uma filosofia prática, que seja capaz de dialogar subjetivamente as expressões do poder vivenciadas por clientes, profissionais de saúde, estudantes, professores e gestores.Descritores: Enfermagem; Educação; Ensino; Educação em Enfermagem; Educação Superior.THE PROFESSOR’S BODY: PRACTICAL REFLECTIONS ON SUBJECTIVITY AND POWER IN NURSE EDUCATIONObjective: Reflect on the body of the nursing teacher in the discourse of subjectivity and power. Methods: This is a theoretical essay guided by contextual reflections organized in the practical core entitled: the body of the nursing teacher in the discourse of subjectivity and power. Results: At the level of subjectivity, the training of nurses was thought from the marks produced by the teacher’s body that are fixed in nursing students during the academic course. With regard to power, its disciplinary character has been assumed, contrasted with the care settings where the egress, marked by different teachers, meets with their clients, managers and the multiprofessional health team. Conclusion: it is important to register the need to think about the spaces of teaching and care in the light of a practical philosophy capable of subjectively dialoguing and the expressions of power experienced by clients, health professionals, students, teachers and managers.Descriptors: Nursing; Education; Teaching; Education Nursing; Education Higher.CUERPO DEL PROFESOR: REFLEXIONES PRÁCTICAS SOBRE SUBJETIVIDAD E PODER EN LA FORMACIÓN DE ENFERMEROSObjetivo: Reflexionar sobre el cuerpo del profesor de enfermeros en el discurso de la subjetividad y del poder. Métodos: Es un ensayo teórico orientado por refleciones contextuales organizadas en el núcleo práctico entitulado: el cuerpo del profesor de enfermeria en el discurso de la subjetividad y del poder. Resultados: En el plano de la subjetividad la formación de enfermeros fue pensada a partir de las marcas producidas por el cuerpo del profesor que se fijan en los estudiantes de enfermería. Con respecto al poder, fue asumido su carácter disciplinador, contrastado con los escenarios del cuidado donde el egreso, marcado por diferentes profesores, se encuentra con sus clientes, jefaturas y el equipo multiprofesional de salud. Conclusión: importa registrar los espacios de enseñanza e cuidado a la luz de una filosofia práctica, que sea capaz de dialogar subjetivamente las expresiones del poder vivenciadas por clientes, profesionales de salud, estudiantes, profesores e gestores.Descriptores: Enfermería; Educación; Enseñanza; Educación en Enfermería; Educación Superior.

scholarly journals Panorama da educação em enfermagem no Brasil: graduação e pós-graduação

2011 ◽  
Vol 2 (SUP) ◽  
pp. 89-93 ◽  
Author(s):  
Alacoque Lorenzinni Erdmann ◽  
Josicelia Dumêt Fernandes ◽  
Giselle Alves Teixeira
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Evaluation Process ◽  
Educación Superior ◽  
Educacion Superior ◽  
Academic Qualification ◽  
El Sistema ◽  
Education In Brazil ◽  
Education Nursing

O texto aborda a educação em enfermagem no Brasil (graduação e pós-graduação), seu panorama atual, tendências e perspectivas, objetivando esboçar sua expansão, suas tendências e perspectivas. Foram utilizados dados do Instituto Nacional de Estudos e Pesquisas Anísio Teixeira e da Coordenação de Aperfeiçoamento de Pessoal do Ensino Superior. A análise evidenciou que o sistema de educação em enfermagem deve combinar o aumento de sua capacidade de atendimento à criação de mecanismos de qualificação acadêmica, além da necessidade de um plano integrado que contemple iniciativas de redução das desigualdades regionais existentes no ensino superior. Deve, ainda, estar acoplado ao processo de avaliação como instrumento de elevação da qualidade do trabalho acadêmico.Descritores: Pós-Graduação em Enfermagem, Educação em Enfermagem, História da Enfermagem.Overview of nursing education in Brazil: graduation and post graduationThe text approaches the nursing education in Brazil (undergraduate and graduate), its current situation, trends and perspectives, aiming to outline its expansion, its trends and prospects. We used data from the National Institute for Research and Teixeira and the Coordination of Improvement of Higher Education. The analysis showed that the system of nursing education should combine the increase of the capacity to attend the mechanisms of academic qualification, besides the need for an integrated plan that includes initiatives to reduce regional disparities in higher education. It must also be coupled to the evaluation process as a means of raising the quality of academic work.Descriptors: Post-graduation in Nursing, Nursing Education, Nursing History.Información general de educación en enfermería en Brasil: graduación y postgradoEl texto analiza la formación de enfermería en Brasil (de grado y postgrado), su situación actual, tendencias y perspectivas, con el objetivo de esbozar su expansión, sus tendencias y perspectivas. Se utilizaron los datos del Instituto Nacional de Investigación y Teixeira y la Coordinación de Perfeccionamiento de la Educación Superior. El análisis mostró que el sistema de educación en enfermería debería combinarse para aumentar su capacidad para cumplir con los mecanismos de calificación académica, además de la necesidad de un plan integrado que incluye iniciativas para reducir las disparidades regionales en la educación superior. También debe ir acompañado al proceso de evaluación como un medio para elevar la calidad del trabajo académico.Descriptores: Postgrado en Enfermería, Educación en Enfermería, Historia de la Enfermería.

Making the case for virtual competency-based education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Steven Vaughn Cates ◽  
Sean Doyle ◽  
Lisa Gallagher ◽  
Gary Shelton ◽  
Noel Broman ◽  
...  
Keyword(s):  
Online Education ◽  
Curriculum Design ◽  
Single Case ◽  
Academic Research ◽  
Design Model ◽  
Learning Performance ◽  
Business Success ◽  
Content Type ◽  
Competency Based Education ◽  
Competency Based

Purpose The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future. Design/methodology/approach This phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success. Findings This study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university. Research limitations/implications This is a conceptual model for testing in academic research settings in colleges and universities. Practical implications The study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals. Originality/value From the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.

scholarly journals Análisis del proceso metodológico en programas de educación superior en modalidad virtual

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Paula Andrea Díaz Guillen ◽  
Yamilhet Andrade Arango ◽  
Ana María Hincapié Zuleta ◽  
Adriana Patricia Uribe Uran
Keyword(s):  
Higher Education ◽  
Graduate Programs ◽  
Qualitative Approach ◽  
Virtual Education ◽  
Educación Superior ◽  
Digital Inclusion ◽  
Educational Models ◽  
Educacion Superior ◽  
Educación Virtual ◽  
Virtual Higher Education

El propósito de este artículo consiste en identificar las características metodológicas de los programas virtuales de educación superior en instituciones colombianas. Este objetivo se deriva de la carencia de lineamientos acerca de cómo implementar procesos de educación virtual a nivel de pregrado y posgrado en un país en vía de desarrollo como Colombia. Para lograr este objetivo, se llevó a cabo una investigación de enfoque cualitativo en una muestra a propósito de 10 instituciones de educación superior en Colombia, las cuales tienen una oferta importante de programas de pregrado y posgrado para la modalidad virtualidad. Como resultados se reflejan modelos educativos que se transforman en torno a la realidad educativa y a las formas de concebir, planear, implementar y evaluar desde estrategias y alternativas metodológicas que conllevan al acceso, la permanencia y la democratización de la educación en miras a la calidad y la inclusión digital. The purpose of this article is to identify the methodological characteristics of virtual higher education programs in Colombian institutions. This objective is derived from the lack of guidelines on how to implement virtual education processes at the undergraduate and graduate levels in a developing country like Colombia. To achieve this objective, a qualitative approach research was carried out in a sample of 10 higher education institutions in Colombia, which have an important offer of undergraduate and graduate programs for the virtual modality. The results reflect educational models that are transformed around the educational reality and the ways of conceiving, planning, implementing and evaluating from strategies and methodological alternatives that lead to access, permanence and democratization of education in view of quality and digital inclusion.

scholarly journals Simulation-Based Learning: No Longer a Novelty in Undergraduate Education

2018 ◽  
Vol 23 (2) ◽  
Author(s):  
Michelle Aebersold
Keyword(s):  
Nursing Education ◽  
Nursing Programs ◽  
Clinical Experiences ◽  
Educational Strategies ◽  
Safe Environment ◽  
Reasoning Abilities ◽  
Simulation Evaluation ◽  
Simulation Based ◽  
Learning Options ◽  
Education Nursing

Simulation, once the domain of those faculty who enjoyed the technical aspects of using computerized mannequins, has now moved to center stage in nursing education. Nursing programs realize that they can no longer afford to consider simulation as merely an 'add-on.’ Simulation today includes role play, standardized patients, virtual simulation, and computerized mannequins. It is now imperative to integrate simulation throughout the entire curriculum. Today, simulation allows students to learn skills; develop clinical reasoning abilities; and to become competent in caring for patients/families in a safe environment. The variety of simulation-based learning options can offer a way to replace traditional, and often hard to find, clinical experiences. In this article, the author describes the background, theoretical basis, and current uses of simulation; reports on simulation effectiveness in nursing; shares educational strategies to enhance effectiveness; and considers simulation methods and feedback and debriefing strategies. The conclusion addresses simulation evaluation, and the future of simulation in nursing education.

scholarly journals Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning

Pharmacy ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 81
Author(s):  
Dalia Bajis ◽  
Betty Chaar ◽  
Rebekah Moles
Keyword(s):  
Lifelong Learning ◽  
Continuing Professional Development ◽  
Modern Society ◽  
Health Professions ◽  
Health Professions Education ◽  
Pharmacy Education ◽  
Educational Models ◽  
Competency Based Education ◽  
Learning Practices ◽  
Competency Based

Competency-based education (CBE) “derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role”. This paper summarizes pertinent aspects of existing CBE models in health professions education; pharmacy education presented as an example. It presents a synthesis of these models to propose a new diagrammatic representation. A conceptual model for competency-based health professions education with a focus on learning and assessment is discussed. It is argued that various elements of CBE converge to holistically portray competency-based learning and assessment as essential in initial education and relevant to practitioners’ continuing professional development, especially in the context and importance of pursing lifelong learning practices.

scholarly journals Proposal for a Modified Dreyfus and Miller Model with simplified competency level descriptions for performing self-rated surveys

2015 ◽  
Vol 12 ◽  
pp. 54 ◽  
Author(s):  
Janghee Park
Keyword(s):  
Literature Review ◽  
Accurate Description ◽  
Stage Model ◽  
Precise Description ◽  
Competency Based Education ◽  
Competency Based ◽  
Competency Level ◽  
Clear Description

In competency-based education, it is important to frequently evaluate the degree of competency achieved by establishing and specifying competency levels. To self-appraise one’s own competency level, one needs a simple, clear, and accurate description for each competency level. This study aimed at developing competency stages that can be used in surveys and conceptualizing clear and precise competency level descriptions. In this paper, the author intends to conceptualize a simple competency level description through a literature review. The author modified the most widely quoted competency level models—Dreyfus’ Five-stage Model and Miller’s Pyramid—and classified competency levels into the following: The Modified Dreyfus Model comprises absolute beginner, beginner, advanced beginner, competent, proficient, and expert, while the Modified Miller Model uses the levels of knows little, knows and knows how, exercised does, selected does, experienced does, and intuitive does. The author also provided a simple and clear description of competency levels. The precise description of competency levels developed in this study is expected to be useful in determining one’s competency level in surveys.

scholarly journals Entrepreneurship competences in business plans: a systematic literature review

2017 ◽  
pp. 57
Author(s):  
Raquel Ferreras ◽  
Ana Beatriz Hernández-Lara ◽  
Enric Serradell-López
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Web Of Science ◽  
Educación Superior ◽  
Business Plans ◽  
Educacion Superior ◽  
Palabras Clave ◽  
Revisión Sistemática

En este artículo se presentan los resultados de una revisión sistemática de la literatura sobre la incorporación de las competencias emprendedoras en la educación superior, específicamente a través de la evaluación de la adquisición de este tipo de competencias al realizar un plan de empresa. Como resultado de la gran cantidad de literatura sobre competencias emprende- doras, pensamos que una revisión sistemática de la literatura sobre este tema será útil para aclarar, sistematizar y determinar lo que ya se conoce y las lagunas que aún que- dan en este campo académico. Una revisión sistemática de la literatura nos permitirá determinar la importancia de la relevancia dada por la investigación a este tema y su trayectoria. Por lo tanto, en este artículo vamos a elaborar un estado del arte sobre la incorpo- ración de las competencias emprendedoras a distintos niveles: en la educación, en la educación superior, y más específicamente en los planes de empresa. El estudio de las competencias ha sido ampliamente analizado en las últimas dé- cadas debido a su incorporación en la enseñanza y el aprendizaje. La abundancia de literatura sobre este tema justifica la idoneidad de realizar una revisión sistemática de la literatura, además de la revisión clásica de los contenidos. La revisión sistemática de la literatura la llevamos a cabo a partir de la base de da- tos Web of Science desde el primer trabajo sobre esta materia hasta el momento actual. El procedimiento ha consistido en restringir la búsqueda determinando los conceptos clave y combinándolos adecuadamente. Con el objetivo de identificar aquellos estudios que, de una u otra manera, están relacionados con el tema del emprendimiento y la educación, las palabras clave genéricas consideradas fueron emprendimiento y com- petencias emprendedoras, mientras que las palabras clave específicas fueron planes de empresa, educación, enseñanza, aprendizaje, evaluación y universidad. A continua- ción, hemos identificado los artículos, y los hemos exportado a un software de gestión de referencias, y finalmente hemos revisado los artículos seleccionados resultantes y descartado los que no se adecuan al tema de la investigación. Los resultados muestran que en los últimos años, con las reformas del Proceso de Bolonia, se han incrementado considerablemente los estudios sobre competencias emprendedoras y su relación con el proceso de enseñanza/aprendizaje. Así, hemos observado que en la literatura científica existen muchas experiencias que incluyen el estudio de las competencias o de las competencias emprendedoras en general y su relación con la educación. Sin embargo, no conocemos ningún estudio que analice el grado de adquisición de las competencias emprendedoras por parte de los estudiantes al desarrollar un plan de empresa.

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