Accelerating to Practice: Defining a Competency-Based Curriculum Framework for Nursing Education Part 1

Susan Gross Forneris, M. Elaine Tagliareni, Buffy Allen

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

AIM This study aims to address the transition-to-practice dilemma for novice nurse, define gaps, and lay a foundation for a curriculum framework. BACKGROUND The National League for Nursing has challenged and supported nurse educators in developing teaching methodologies that prepare novice nurses for professional practice. Over a decade ago, compelling research fueled a debate that continues today, with nursing education and practice research reporting lack of readiness for practice by novice nurses and the goal of identifying gaps and potential strategies for solutions. METHOD The Utstein-style meeting strategy consensus approach was used to refine the data gaps reported in the literature. RESULTS The findings from this work generated a strong foundation for a transition-to-practice curriculum framework. CONCLUSION The Utstein-style meeting provided for a diverse conversation across multiple perspectives. Participants worked collaboratively in real time to further illuminate and refine the data gaps and inform nursing curricula.

Original languageEnglish (US)
Pages (from-to)363-368
Number of pages6
JournalNursing education perspectives
Volume43
Issue number6
DOIs
StatePublished - Nov 1 2022
Externally publishedYes

Bibliographical note

Publisher Copyright:
Copyright © 2022 National League for Nursing.

Keywords

  • Curriculum Framework
  • Delphi Methodology
  • Nominal Group Methodology
  • Novice Nurse
  • Transition to Practice

PubMed: MeSH publication types

  • Journal Article

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