Defining Foundational Competence for Prelicensure and Graduate Nursing Students: A Concept Analysis and Conceptual Model. Nurse Educ Pract 2022 Oct;64:103415
Date
08/20/2022Pubmed ID
35985061DOI
10.1016/j.nepr.2022.103415Scopus ID
2-s2.0-85135906839 (requires institutional sign-in at Scopus site) 5 CitationsAbstract
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 pedagogical and assessment practices necessary for competency-based education in nursing.
Author List
McDermott KL, Dreifuerst KTAuthor
Katie L. McDermott NP APP Inpatient 2 in the Pediatrics department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
HumansModels, Educational
Students, Nursing
