Competency-Based Nursing Education - Springer Publishing

xii
Preface
Chapter 1 includes an overview of CBE with foundational information
about the driving forces that support it. Chapter 2 focuses on the
essential elements of CBE and addresses the question, “Why should
we have CBE programs?” Different models are presented and the Lenburg
model is used to communicate how to develop a CBE course or
program. Chapter 3 provides an overview of the processes essential to
implementing a CBE program. The principles of adult education, active
and interactive learning, and demonstration of competency at the end
of an instructional course or program are addressed.
Chapter 4 focuses on the development of competency statements
that address the needs of different learners: patients and consumers,
professional staff, and students in formal academic programs. Current
standards of practice, regulatory requirements, and employer and consumer
expectations and their use for CBE are explained. The processes
for creating learning statements/activities for objective and performance
assessment are included.
Chapter 5 includes the specific steps for developing both objective
and performance assessments required to measure outcome competencies.
This chapter reviews reliability and validity processes to help ensure
high-quality assessment tools. Chapter 6 concentrates on gathering
individual assessment information, aggregating it, and organizing it for
program or course outcome assessments. Combining or aggregating
individual outcome data provides the big picture of what is happening
in a course or program.
The final chapter addresses why CBE is so important if educational
outcomes are going to meet the needs of learners, graduates, employers,
and organizations. The challenges of implementing CBE are addressed.
Strategies and suggestions, based on theories selected to support success,
are presented. There is an activity at the end of each chapter that guides
readers through the steps in using CBE. Additional resources provide
further information about CBE.
The book challenges readers to reconsider what they are currently
doing in their educational programs and to revise or construct new
approaches to ensuring that learners are competent. The processes for
implementing CBE can start with one learning module, one course, or
the revision of an entire program, as needed.