Journal
NURSE EDUCATION IN PRACTICE
Volume 64, Issue -, Pages -Publisher
ELSEVIER SCI LTD
DOI: 10.1016/j.nepr.2022.103415
Keywords
Competence; Competency -based education; Prelicensure nursing education; Graduate nursing education; Nursing education; Concept analysis
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This study aims to define the concept of foundational competence and its application in the educational program of nursing students, providing guidance for pedagogical and assessment practices.
Aim: To define the concept of foundational competence as it pertains to prelicensure and graduate nursing students during their educational program, thereby informing pedagogical and assessment practices. Background: Competence has many definitions and uses, however a lack of consensus of a clear and useful definition in nursing persists. Without shared language, competence remains open for interpretation across and among groups and impedes the ability to teach and assess it in a competency-based education framework. Method: Using the Walker & Avant method of concept analysis, literature was reviewed and synthesized to define and explain the concept of foundational competence in nursing using evidence and practice from various disciplines. Findings: Antecedents, attributes, empirical referents and consequences of foundational competence were identified. Discussion: The components and uses of the concept of foundational competence are presented to guide peda-gogical and assessment practices necessary for competency-based education in nursing.
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