NURSING EDUCATION FIRST YEAR MSc NURSING

1. COMPETENCY BASED
EDUCATION
PRESENTED BY,
MRS. ARIFA T N
FIRST YEAR MSC NURSING
MIMS COLLEGE OF NURSING ,PUTHUKODE

2. INTRODUCTION
• There is quiet revolution at work in education
that started over 25 years ago.
• New directions for learning and being
advocated in all levels and types of education
• Increasing amount of information and new
technologies
• Increasing demands for accountability
• A major focus is a competency- based
approach to all levels and types of education

3. MEANING
Competency
CompetencePerformance

4. • Competency
– Focus on an individuals ability to perform activities
related to work, lifestyle skills , or learning
• Competence
– Describes actions or skills the person should be able
to demonstrate ,competence is concerned with
perceived skills and cannot be directly measured
• Performance
– Relate to specific behaviors that are measurable and
can reflect what workers actually do

5. COMPETETENCY BASED
EDUCATION
• Competetency based education (CBE) is
focused on outcomes (competencies) that are
linked to work force needs, as defined by
employers and the profession

6. DEFINITION
• Competency based education is defined as an
instructional system in which a performance
based learning process is used
• Competency based education is a combination
of the knowledge, attitudes and skills
necessary to meet a certain standard of practice
(Kelly 2002)

7. NEEDS
• Need as an evidence that any one who
compete a degree or course
• There is disconnection between education
and real world performance expectations
• To develop essential performance skills
• Prepare learners to function and be successful
• Accrediting and regulatory and professional
groups want assurance that completion of an
education endeavor

8. NEEDS
• Greater accountability for the cost and time
• Hiring of new workers
• For extensive learning programmes
• Regulatory, legal, external standards and quality
measures require demonstration of competencies
• Personal, professional development
• To advance their carriers and
• Make positive contributions to organization

9. PURPOSES
• It helps in instructing students by examples
• To understand skills when performing to the
standards required in employment
• To provide nursing care that clients require
• Safety and competency to ensure the
responsibilities necessary for public protection
• To provide safe and effective pracice

10. PRINCIPLES

11. PRINCIPLES
1. Responsibility
2. Assertiveness
3. Accountability
4. Authority

12. • Responsibility:
– The state or fact of having a duty to deal with
something or of having control over someone
• Assertiveness:
– Confident and forceful behavior
• Accountability:
– The fact or condition of being accountable;
responsibility
• Authority
– The power or right to give orders, make decisions,
and enforce obedience

13. LEVELS OF COMPETENCIES

14. LEVELS OF COMPETENCIES
Holistic
competencies
Integrated
competencies
Added competencies
Behavior competency

15. LEVELS OF COMPETENCIES
• Level 1: behavior competencies related to
operational work performance and have to
meet the demands of the work place
• Level 2 : added competencies based on
behavior and additional knowledge needed to
improve work

16. LEVELS OF COMPETENCIES
• Level 3: integrated competencies that
support change of internal and external
working conditions knowledge, skills and
understanding are integrated into external and
internal work conditions
• Level 4: it comprises holistic competencies
using different approaches to implementing
competency based programs- based on
identified needs

17. • Eg:
–Strategic direction developed by WHO to
improve the health for all , includes 5 key
interventions areas to improve nursing and
midwifery services.
1. Health and human recourse planning
2. Management of health personal
3. Practice and health system improvement
4. Education of nurses and midwifes
5. Leadership and governance

18. CHARACTERISTICS
• Acquisition of essential cognitive, psychomotor and
affective skill
• Continued development of skills
• Broadly based competency development derived from
the best professional evidence, current standards and
regulation
• Authentic assessments which are valid and reliable
• The use of adult learning principles
• Individual learning styles and abilities are recognized
and appreciate

19. ESSENTIAL ELEMENTS OF CBE
• Focus on outcome rather than processes
• Process is important when outcome is
considered
• Developed based on expectations
• Results are used to adjust the experiences
learner and promote competency in specific
areas
• Traditional and competency based
programmes (pass/ fail)

20. Fundamental competencies
required in nursing care
Basic skills
Thinking skills
Personal
qualities
• Reading
• Writing
• Mathematics
• Speaking
• Listening
• Decision making
• Problem solving
• Responsibility
• Self esteem
• Social kills
• Managing self
• Integrity

21. Fundamental competencies required
in nursing care
• Four basic competencies ( Evers, Rush And
Berdow 1998)
– Managing self
– Communicating
– Organizing innovation
– Managing change

22. DEVELOPING COMPETENCE
• Students
• Nurse educator

23. DEVELOPING COMPETENCE
• Students
– a nurse educator nourishes students efforts and
practice and expect success through
• Guided practice
• Feed back
• Role modeling
• Coaching
• Scaffolding of cognitive apprenticeship

24. DEVELOPING COMPETENCE
• Nurse educator
– Reflective practice and variety of experiences
• Clinical
• Laboratory
• Class

25. Qualities needed for both educator
and clinicians
• Quality assurance
• Accountability
• Dedication
• Good interpersonal
skills
• Professional affinity
• Accountability for
practice
• Bound by professional
regulations
• Adherence to safety
• Quality care
• People professionals
• Desire to help others

26. NURSE EDUCATOR
COMPETENCIES

27. Nurse educator competencies
• The council on collegiate education in nursing
an affiliate of the Southern regional education
board (SREB) developed abilities needed by
nurse educator using three roles
– Teacher
– Scholar
– Collaborator

28. Nurse educator competencies
• Leadership
• Open mind
• Independence
• Thinking
• Accountability
• Interdisciplinary
approach
Graduate
nurse educator
• Inquiry and research in
education
• Mentoring
• Awareness of trends,
issues and needs in
nursing educators
• Using intuitive, creative
logical thinking and
caring attitude
Scolar

29. Nurse educator competencies
• Leadership
• Communication
• Negotiation
• Organization
• Change theories
• Problem solving
• Decision making
• Legislative and policy
development
Collaborator role

30. CORE COMPETENCIES
• Flensburg's framed group of 9 competencies

31. Core
competencie
s
Communication
skills Assessment and
intervention
skills
Computing
skills
Critical
thinking skills
Human caring
and
relationship
skills
Managing
skills
Leadership
skills
Teaching skills
Knowledge
integration
skills

32. • Safety and protection
• Assessment and monitoring
• Therapeutic treatment and procedures
Assessment and intervention
skills
• Oral skills :
• Talking and listening
• Interviewing
• Group discussion
• Telling ,showing and discussion
Communication skills

33. • Writing skills :
• Clinical report
• Care plans
• Charting agency reports manuals
• Articles
Communication skills
• Information processing and using computers
• Search and inquiry
• Professional responsibilities
Computing skills

34. • Evaluation
• Problem solving
• Decision making and prioritizing
• Scientific inquiry and research process
Critical thinking
• Morality
• Ethics, legality
• Cultural report
• Client advocacy
Human caring and relationship
skill

35. • Administration, organization, coordination
• Planning, delegation, supervision
• Human and material resource utilization
• Accounting and responsibility, performance
appraisal and quality improvement
Managing skills
• Collaboration, assertiveness, risk taking
• Creativity, vision to formulate alternatives
• Planning , anticipating, supporting with evidence
• Professional accountability, role behaviors
appearance
Leadership skills

36. • Individual and groups, clients, coworker,
others
• Health promotion, health restoration
Teaching skills
• Nursing, health care and related discipline
• Liberal arts, natural and social sciences
Knowledge integration skills

37. Difference between current nursing
education
Current educational process Competency based education
Focus on acquisition of knowledge
and ability to demonstrate the
knowledge
Focus on student learning outcome
and students actively utilizes the
knowledge
Objectives :Content focused long
list objectives
Objectives :Carefully aligned course
objectives to support competency
achievement
Objectives verbs: discus, describe
,recognize and recall
Objectives verbs: demonstrate ,
integrate and implement
Course content: keep adding and
approach doesn't address competency
Course content : based on needs of
the practice community

38. SUMMARY

39. Evidence based practice
• The self assessment of clinical competence and
need for further training –A cross sectional
survey of advised practice nursing students
• Samples:99
• Method : cross sectional survey following
STROB(Strengthening the Reporting of Observational
Studies in Epidemiology) guidelines
• Result: self assessment is appropriate for students
in advanced nursing programmes and students
gave themselves low rating for use of electronic
devices.

40. CONCLUSION

41. ASSIGNMENT
• Write an assignment on quality measures
can be made in a nursing education
institution to improve the competency of
nursing students and nursing educator
and submit on 25/11/19

42. REFERENCES
1. SODHI. K, COMPREHENSIVE TEXT BOOK OF NURSING
EDUCATION.NEWDELHI;JAYPEE;2017.P.523-24
2. BASHEER P.TEXTBOOK OF NURSING EDUCATION
.EMMESS;NEWDELHI;2015.P.106-109
3. WIKIPEDIA.COMPETENCY
BASEDLEARNING.2019.HTTP://EN.W.WIKIPEDIA.ORG/WIKI/COMPE
TENCY BASED LEARNING
4. LOPEZ-ENTRAMBASAGUAR OM.ET.AL INT J ENVIRORS RES
PUBLIC HEALTH 2019.NEWLY QUALIFIED NURSES PERCEPTION
OF THEIR COMPETETENCY ACHEIVEMENTS ON LEAVING
UNIVERSITY;A QUALITATIVE STUDY
5. KURUVILA HM.ET.AL.NURSE EDU TODAY2019.HEALTH SCIENCES
STUDENT TEACHERS PERCEPTION OF TEACHER COMPETENCE; A
QUALITATIVE STUDY
6. SALLY.MJOHNSTONE&LOUISE SOARES.PRINCIPLES OF
DEVELOPING COMPETENCY BASED EDUCATION
PROGRAMMES.VOLUME46.2014.ISSUE(2)

43. THANK YOU