Exploring the impact on faculty of the American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education.
Current nursing instructional methods inadequately prepare students for complex healthcare settings, exacerbating challenges in new graduate competency and transition to practice. The introduction of standardized competencies marks a substantial shift in nursing education, posing a considerable chal...
| Publicado en: | Journal of Professional Nursing Vol. 57; pp. 139 - 148 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
W B Saunders
Mar2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183575011&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183575011 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 87557223 4CK jtl: Journal of Professional Nursing issn: 87557223 maglogo: N pubinfo: dt: Mar2025 vid: 57 pid: 1351 pub: W B Saunders place: Philadelphia, Pennsylvania artinfo: ui: 183575011 183575011 183575011 10.1016/j.profnurs.2025.02.003 183575011 ppf: 139 ppct: 9 formats: tig: atl: Exploring the impact on faculty of the American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education. aug: au: Pearson, Mary Cassandra Shumway, Jennifer affil: Maryville University, 650 Maryville University Dr, Town and Country, MO 63141, United States of America sug: subj: Faculty, Nursing Psychosocial Factors American Association of Colleges of Nursing Education, Competency-Based Program Implementation Students, Undergraduate Students, Nursing, Baccalaureate Nursing Science Education, Nursing Human Exploratory Research Qualitative Studies Phenomenological Research Semi-Structured Interview Content Analysis Comparative Studies Faculty Role Curriculum Development Course Evaluation ab: Current nursing instructional methods inadequately prepare students for complex healthcare settings, exacerbating challenges in new graduate competency and transition to practice. The introduction of standardized competencies marks a substantial shift in nursing education, posing a considerable challenge for faculty implementing these changes. This study examined the experiences of faculty implementing a competency-based education program utilizing The Essentials: Core Competencies for Professional Nursing Education (2021) in undergraduate Bachelor of Science in Nursing (BSN) education programs. A qualitative research design using phenomenology was chosen to explore the experiences of eight faculty and gain insight into perceived challenges experienced during the implementation of The Essentials recommendations through semi-structured interviews. Data was analyzed using a manual content analysis with a constant comparative technique. The data analysis revealed three primary themes focused on the faculty's initial uncertainty, the challenges associated with change processes and faculty engagement, and the strategies employed to develop and implement a competency-based program. The findings provide insight into the faculty experience during The Essentials implementation, proposing strategies for curriculum alignment and overcoming resistance to change. Faculty continue to seek validation for their work while also facing the challenge of balancing implementation demands and broader institutional responsibilities. Continued discussions on faculty role development and resource identification are essential for future competency-based education program advancements. • New recommendations to transform nursing education include competency-based education. • Implementing standardized competencies dramatically changes nursing education. • The Essentials alignment occurred through mapping and modifying current curriculum. • Fear, uncertainty, faculty buy-in, and institutional culture impacted change efforts. • Program development needs resources, validation, time, and administrative support. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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