Angela Schooley, Jeanne Moore, Tracey Chan, Charlotte Connerton, Teresa Krassa, Janice Servick, Julianne Doucette, Barbara Pudelek, Diane Spoljoric, Diane Ames
{"title":"Teaching and Evaluating Health Assessment Competencies in Entry-Level and Advanced-Level Nursing Programs.","authors":"Angela Schooley, Jeanne Moore, Tracey Chan, Charlotte Connerton, Teresa Krassa, Janice Servick, Julianne Doucette, Barbara Pudelek, Diane Spoljoric, Diane Ames","doi":"10.3928/01484834-20250519-04","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The shift to competency-based education (CBE) creates a need to examine methods of teaching and evaluating physical health assessment competencies in entry-level and advanced-level nursing courses.</p><p><strong>Method: </strong>A national survey, guided by backward design, gathered data on behaviors indicative of physical assessment competency, assessment strategies, and teaching and learning approaches that foster competency development.</p><p><strong>Results: </strong>Respondents from 54 entry-level and 27 advanced-level programs completed the survey. Data analysis used descriptive statistics to calculate frequencies and percentages. Key findings include a lack of standardized assessment instruments, a limited focus on younger populations, barriers to inclusive and specialized assessments, and time constraints in competency evaluation.</p><p><strong>Conclusion: </strong>Although some programs have integrated elements of CBE into their physical assessment courses, several gaps must be addressed to ensure the successful implementation of CBE and the preparation of practice-ready graduates.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 9","pages":"559-567"},"PeriodicalIF":1.9000,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20250519-04","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: The shift to competency-based education (CBE) creates a need to examine methods of teaching and evaluating physical health assessment competencies in entry-level and advanced-level nursing courses.
Method: A national survey, guided by backward design, gathered data on behaviors indicative of physical assessment competency, assessment strategies, and teaching and learning approaches that foster competency development.
Results: Respondents from 54 entry-level and 27 advanced-level programs completed the survey. Data analysis used descriptive statistics to calculate frequencies and percentages. Key findings include a lack of standardized assessment instruments, a limited focus on younger populations, barriers to inclusive and specialized assessments, and time constraints in competency evaluation.
Conclusion: Although some programs have integrated elements of CBE into their physical assessment courses, several gaps must be addressed to ensure the successful implementation of CBE and the preparation of practice-ready graduates.