As schools of nursing across the nation work on shifting curricula to focus on competency-based education, AACN recently conducted a survey to learn more about how implementation efforts are progressing at the sub-competency level as outlined in the Essentials. The survey was sent to 763 Essentials Champions – faculty leading implementation efforts at individual schools of nursing – which netted 141 responses (19% response rate).

The survey found that 85% of responding schools have incorporated some or all of the sub-competencies into the curriculum design and review process, while 11% said that they had not but planned to do so in the future. Most member schools with a designated Essentials Champion (91%) have already fully mapped or are in the process of mapping program and/or course outcomes to the sub-competencies. The sub-competencies are being used in various capacities, including the following:

• 77% of schools are using the sub-competencies to develop course-level learner outcomes
• 73% of schools are using the sub-competencies for program-level curriculum planning
• 71% of schools say that the sub-competencies are aiding in the development of assessments or evaluation tools
• 66% of schools are using the sub-competencies when developing clinical and/or practicum learning experiences

Attainment of the sub-competencies can be measured through Progression Indicators (PIs) or descriptive, observable behaviors that AACN released in early October. When asked if schools were planning to develop their own Progression Indicators, 38% said that they had already completed or were in the process of developing PIs for their program, while 36% said that they planned to use AACN’s PIs.

Additionally, the survey found that:

• 60% of schools are using the sub-competencies to guide assessment of learner progression at some levels or across the curriculum, while 35% say they are not currently but plan to in the future
• 53% of schools have integrated the sub-competencies into student clinical performance expectations and aligned with preceptors and practice partners, while 41% plan to but have not yet begun

AACN recognizes that curricular transition comes with challenges. The majority of schools reported that time (27%) was the biggest barrier to implementation with faculty buy-in (17%) and understanding (17%) also serving as hurdles.

To aid in implementation efforts, AACN offers competency-based education workshops focused on the development of CBE assessment strategies, which are centered on utilizing the sub-competencies. The survey found that 88% of schools said that their faculty had attended at least one CBE workshop. Of the schools who participated in these workshops, 68% said that the materials related to the sub-competencies were significantly useful for the implementation process.

As AACN continues to lead efforts to move to CBE, we are committed to providing resources to schools to streamline implementation. Of those that responded to the survey, the majority say that online toolkits, templates, and exemplars would benefit schools the most, with others saying that faculty development opportunities are key. As school explore CBE, AACN suggests reviewing the Getting Started with the Essentials guide, which will help to jumpstart schools in the early stages of implementation. This resource includes a Getting Started video that outlines the steps a school can take to adapt their programs to meet today’s standards, as well as other free resources available to schools.