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) 1 CitationAbstract
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 Nurse Practitioner Peds Crit Care in the Pediatrics department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
HumansModels, Educational
Students, Nursing
