A curriculum transformation strategy: Building AACN competencies into end-of-semester report-out.
A successful transition to competency-based education in nursing requires faculty engagement along with structured processes for implementation and evaluation. This article describes the integration of competency-based teaching and assessment strategies into the end-of-semester report-out process us...
| Published in: | Journal of Professional Nursing Vol. 65; pp. 64 - 68 |
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| Main Authors: | , |
| Format: | Journal Article |
| Published: |
W B Saunders
Jul2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194525378&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194525378 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 87557223 4CK jtl: Journal of Professional Nursing issn: 87557223 maglogo: N pubinfo: dt: Jul2026 vid: 65 pid: 1351 pub: W B Saunders place: Philadelphia, Pennsylvania artinfo: ui: 194525378 10.1016/j.profnurs.2026.04.013 194525378 ppf: 64 ppct: 4 formats: tig: atl: A curriculum transformation strategy: Building AACN competencies into end-of-semester report-out. aug: au: Davis, Rebecca G. Gentry, Sheila affil: The University of Alabama in Huntsville, 301 Sparkman Drive, Huntsville, AL, 35899, United States of America sug: subj: Education, Nursing, Baccalaureate Education, Competency-Based Curriculum Development Faculty, Nursing Teaching Methods Program Evaluation Clinical Competence American Association of Critical-Care Nurses Program Implementation Outcomes of Education Communication Course Content Faculty Attitudes Reflection Accreditation ab: A successful transition to competency-based education in nursing requires faculty engagement along with structured processes for implementation and evaluation. This article describes the integration of competency-based teaching and assessment strategies into the end-of-semester report-out process used in the four tracks of a Bachelor of Science in Nursing program. Initially designed to strengthen curriculum by facilitating communication of learner outcomes, end-of-semester report-out was further expanded to engage and support faculty in course-level integration of The Essentials: Core Competencies for Professional Nursing Education. Faculty discussed experiences aligning course assignments with relevant sub-competencies, revising grading rubrics, and implementing competency-based clinical assignments and evaluations. The report-out format encouraged shared ownership of curriculum development, provided consistent data for ongoing program evaluation, and fostered faculty reflection on teaching practices. Outcomes from the enhanced report-out process have included creation of learner-centered teaching strategies, improved assessment of learner competency across clinical and didactic experiences, and collection of meaningful data for program assessment and accreditation. Structured, faculty-driven processes, such as end-of-semester report-out, may promote sustainable curricular change and continuous improvement in competency-based nursing education. • End-of-semester report-out supports faculty collaboration when evalutating AACN Essentials implementation and CBE efforts. • Report-out discusses teaching innovations, diverse evaluation strategies, and reflection on course outcomes and experiences. • Report-out supports faculty engagement and shared governance in transitioning to competency-based education. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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