[The Application of Entrustable Professional Activities in Developing Nursing Students' Learning and Clinical Competence].

Abstract

The evolving global healthcare environment and increasing diversity in patient needs have necessitated a shift in nursing education from a traditional subject-based approach to a competency-based approach. The implications of applying entrustable professional activities (EPAs) in nursing education are explored in this study and practical strategies are proposed for cultivating clinical competencies and designing curriculum assessments. EPAs emphasize task-based learning, integrating knowledge, skills, and attitudes to prepare learners to perform professional roles independently and reliably. In this study, an actual medical-surgical nursing course is used to illustrate how to establish developmental milestones based on student learning stages and how to implement task-oriented learning and assessments using high-fidelity simulation and evaluation tools. Leveraging modular curriculum design and formative feedback mechanisms, EPAs strengthen students' clinical reasoning, communication and collaboration skills, and sense of professional responsibility. However, implementing EPAs in current teaching practice faces challenges, including incomplete curriculum frameworks, lack of consensus among faculty regarding related concepts and methodologies, and limited readiness among students to engage with the integrated and self-directed learning models. EPAs offer a clear structure for teaching and assessment, helping nursing students gradually develop clinical competence and professional identity and ultimately prepare them to become trustworthy nursing professionals.