The Ability-to-Capability Model: A Post-Licensure Developmental Framework for Practice Readiness in Complex Systems

Background: Persistent practice-readiness and capability gaps indicate that validated competence alone does not adequately reflect readiness for practice in complex, evolving health care environments. Method: A conceptual synthesis of developmental learning theory, capability science, clinical judgment theory, complexity and systems theory, and professional practice frameworks was conducted to develop the Ability-to-Capability (A2C) Model as a post-licensure developmental framework. Results: A2C conceptualizes professional growth as a progression along a staged continuum from ability to capability, positioning competence as a necessary but transitional midpoint. Developmental staging occurs within individual competencies and is characterized by four measurable differentiators: consistency, independence, adaptability, and complexity of clinical judgment. Conclusion: A2C establishes a structured approach for integrating continuing education and competency management to meet the requirements of complex practice settings. It effectively narrows the gap between competence and adaptive capability, providing a developmental alternative to traditional episodic and compliance-based competency programs.