Jacquelyn McMillian-Bohler, PhD, APRN
Director, Institute for Educational Excellence, Duke University
Joan Stanley, PhD, APRN, FAANP, FAAN
Chief Academic Officer, AACN
Susan Corbridge, PhD, APRN, FAANP, FAAN
Chief Essentials Program Officer, AACN
Practice Session Facilitators (AACN Essentials Coaches):
What is Competency-Based Education (CBE)?
This session will provide participants with an overview of competency-based education, compare CBE to traditional teaching and learning, and discuss how CBE improves clinical judgment and prepares nurse graduates for clinical practice. In a hands-on portion of the presentation, participants will reflect on how they will modify their current approach to begin the transformation to competency-based teaching.
Backward Design Step 1: Determine the Competencies & Performance Expectations
In this session, participants will review the backward design process for competency-based program development. Using The Essentials as the basis of the work, participants will begin to describe what the competent performance of each competency and sub-competency looks like as part of the backward design process step one.
Backward Design Step 1: Practice
Refreshments will be provided.
Backward Design Step 2: Create Assessment Strategy
In this session, participants will explore a range of performance-based, criterion-referenced, authentic assessment methods as part of the backward design process step two. Various resources will be shared, including the Competency-based Education Network’s (C-BEN) Hallmark Practices for Competency-Based Assessment.
Backward Design Step 2: Practice
11:45 a.m.-12:30 p.m.
Performance-Based Simulation: Incorporating AACN Essentials into Simulation Scenarios and Utilizing Simulation to Assess Competencies
Knowing and Doing are two different things. This session will provide examples of how to assist the learner to take what they know and put it into action to move along the continuum of competency development. Discussion around how to utilize simulation to assess competencies will occur. Using a storyboard, participants will begin developing a scenario that integrates the Essentials. This will allow attendees the opportunity to complete a full scenario later.
1:30 – 2:00 p.m.
Backward Design Step 3: Curate the Learning Journey
In this session, participants will explore ways to structure a student’s learning journey by competencies, rather than courses or textbooks, as part of step three of the backward design process.
Backward Design Step 3: Practice
2:45 – 3:00 p.m.
Refreshments will be provided.
3:00 – 3:45 p.m.
Role of Faculty as Instructional Coach/Mentor
Coaching: As nurse educators begin to integrate competency-based education, it is no longer sufficient to be a "guide on the side." Instead, educators must see the faculty role as a coach. This session will introduce the characteristics of a faculty as a coach. The interactive portion of this presentation will include a brief opportunity for participants to role-play, providing feedback to learners in the classroom and during direct observation experiences.
Drafting an Institutional Work Plan for Operationalizing the Essentials
In this session, participants will follow a guided process to create an institutional-specific work plan with the key tasks and milestones which must be achieved to implement The Essentials. An abbreviated discussion will focus on other areas on campus that may need to be involved in operationalizing a competency-based nursing program.
AACN Essentials Resources and CBE Assessment Update
In this session, participants will hear the latest updates from AACN on the national landscape of the Essentials implementation and transition to CBE. New and updated resources, including guiding principles for assessment in CBE will be shared.
Speaker Panel Q & A