Nursing schools nationwide are ushering in a new approach to preparing professional nurses with the move to competency-based education (CBE). With grant funding from the American Nurses Foundation’s Reimaging Nursing Initiative, AACN is working to accelerate this historic shift through its Competency-Based Education for Practice-Ready Nurse Graduates initiative. AACN is providing technical assistance to nursing schools from across the country that have been hard at work implementing today’s competency standards, the Essentials, and making the move to CBE.
Faculty from the pilot schools discuss the progress their teams have made as they reach the halfway point in the grant work.
In this video, Dr. Becky Davis from Creighton University discusses her university’s path to implementing the Essentials, and how good teamwork and communication has helped them streamline their work.
In order for nursing schools to meet their practice partners’ needs, everyone should be on the same page in understanding the competencies outlined in the 2021 Essentials, as well as what a practice-ready graduate looks like. Watch this video to learn from Dr. Monica J. Hughes about how Texas State University is accomplishing this is by engaging with school nurses in their local school district.
As your school continues to make the move to competency-based education, remember that a gap analysis can help you uncover key concepts that your current curriculum may be missing. In this video, Drs. Rosemary Eustace, Ann Bowling, and Marlene Stuber from Wright State University discuss the important role gap analysis has played in their curriculum redesign process.
Implementing the Essentials and making the move to competency-based education isn’t just an opportunity to improve how nursing students learn—it’s an opportunity for faculty to learn new skills and methodologies as well. In this video, Drs. Andrea Beauvais and Karen Burrows from Fairfield University discuss their faculty’s excitement about exploring new pedagogy.
Though the work may at times be challenging, implementing the Essentials and making the move to competency-based education places your school at the forefront of nursing education. Watch this video from Dr. Marion Patti at the University of Southern Mississippi to learn why her team is excited about this new challenge.
The 2021 Essentials provide nursing schools with a framework for education to graduate practice-ready nurses who are able to equitably address the health concerns of patients they will care for in their career. Watch this video by Adjunct Professor Keilah Jacques, MSW, to hear how students at Johns Hopkins University are learning about community-based practice and in-home care.
When reevaluating your nursing school’s curriculum, remember that your peers at other schools across the nation may have a helpful perspective that can improve your own method of implementing the Essentials. In this video, Dr. Meagan Rogers from the University of Texas, Austin discusses how tools published by other universities have been helpful for her team.
In this video, Dr. Carmen Ward-Sullivan from Samuel Merrit University discusses how her team has learned that good things take time, and that implementation of the Essentials isn’t something that can be done overnight.
Competency-based education has been proven to instill more confidence in students who learn under the methodology. In this video, Drs. Karen Tetz and Michaelynn Paul from Walla Walla University discuss how they’ve witnessed their students improve through CBE.
Faculty from each of the pilot schools highlight their full experience working on the grant, including their key takeaways and advice for other schools undergoing the move to CBE.
In this video, Dr. Becky Davis from Creighton University discusses her school's newfound autonomy and creativity fostered through the grant work.
In this video, Dr. Carmen Ward-Sullivan discusses helpful tools for curricular mapping and the impact of faculty buy-in.
In this video, Deanna Ludwig-Bos, from Walla Walla University, reminds her nursing faculty peers that curricular transition takes time, and that it is okay for them to take things slowly.
Drs. Andrea Beauvais and Karen Burrows from Fairfield University discuss the important role collaboration plays in curricular transformation.
Texas State's Ariel Kinder discusses collaborating with practice partners through workshops and retreats to ensure that CBE is understood across the board.
In this video, Wright State University's Drs. Marlene Stuber, Rosemary Eustace, and Ann Bowling discuss their new strengthened relationship with their practice partner, and how they look forward to continued collaboration in developing student competencies.
Dr. Nicole Warren discusses how competency-based assessment strategies have allowed for more creativity and fewer silos between classes, improving the cohesiveness of their program.
In this video, Dr. Marion Patti from the University of Southern Mississippi discusses opportunities to have students engage in simulations that allow them to practice providing care to underserved communities, and other hands-on learning experiences.
Dr. Victoria Greenwood of Russell Sage College reflects on opportunities to fill curriculum gaps and student feedback on a new community health project.
UT Arlington's Dr. Meagan Rogers reflects on her team's experience with developing progression indicators for their clinical courses, and how this has helped their faculty form a shared vision for student success.