Competency-Based Nursing Education: Guide to Achieving Outstanding Learner Outcomes

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This book written by two highly experienced nurse educators, who are also advanced nurse practitioners, provides an excellent resource for nurse educators involved in educational programmes. It presents competency-based nursing education as an innovative model for nurse educators to meet the educational learning outcomes of the student and the organisation. The book is clearly formatted, organised and reader friendly. It is comprised of seven comprehensive chapters which contain informative tables to illustrate pertinent aspects of competency-based nursing education. Following each chapter there is inclusion of practice activities and reflective questions to simulate real-life situations. These guide the reader through the process of implementing a competency-based education programme and assist in stimulating critical engagement within the text. Additional resources such as listed internet websites providing examples of Competency-Based Nursing Educational models are included. References are extensive and largely representative of appropriate and seminal literature.

The introductory chapter provides an overview of competence-based nursing education identifying the definitions and conceptualisations of competence which, as the literature reveals, are not so easily defined nor understood. While there is some attempt to highlight the complex issues pertaining to competence, further discussion could have contributed to the ongoing debate relating to competence as a multidimensional phenomenon.

Chapters two and three are well detailed and informative, focusing on the development and implementation of a model for Competency-Based Nursing Education. The authors’ chose Lenburg’s (1999) Competency, Outcomes and Performance Assessment model to illustrate how to develop and implement a competency-based educational programme. This model presents a framework in which to establish content and competencies in educational settings, within the context of examining current healthcare practice settings. However, while three further examples of competency-based models are outlined, further elaboration on these models could have been provided.

Chapters four, five and six are comprehensive and provide a foundation for developing an outcome-assessment plan for a competency-based nursing educational programme. Chapter four is particularly noteworthy as it critically discusses pertinent issues relating to the transition to a competency-based educational approach.

Chapter seven discusses the need for change to a competency-based model in nurse education programmes. While relevant principles of several theories such as change, systems and diffusion of innovation theory are explained they are not discussed in sufficient detail. Overall this is a concise chapter of seventeen pages and would have benefited from elaboration of the fundamental issues concerning the challenges of changing to a competency-based nursing educational model. Furthermore, there is little emphasis that development and implementation of a competency-based nursing education model is an extremely time-consuming process which requires an ongoing, enthused commitment of all stakeholders. This point cannot be underestimated, particularly so, as this innovative educational model challenges the traditional nurse educational mode of delivery.

In summary I would recommend this book as an excellent resource tool for nurse educators responsible for educational programmes. It challenges those involved in traditional nurse educational programmes to perceive the delivery of these in a more innovative way. Although this book is written primarily from an American perspective the topics covered have wider applicability. Readers who are non-American-based will need to review additional content within their own jurisdiction. This may include current statutory nursing legislation, local policy and terminology.