Curricular evaluation reveals improved course satisfaction under specifications grading in doctoral nurse practitioner students, suggesting enhanced mastery in competency-based training.
Background: Competency-based nurse practitioner (NP) education requires the demonstration of clinical reasoning, decision-making, and safe application of pharmacologic knowledge. Local Problem: In a graduate NP pharmacotherapeutics course, traditional assessment led students to optimize toward points rather than mastery, resulting in strategic study behaviors, grade negotiation, and diminished clarity about competency achievement. Methods: Specifications grading was implemented over 2 academic years (2025 and 2026) in a doctoral-level pharmacotherapeutics course. The intervention included binary competent/not competent grading at an 80% threshold, grade bundles allowing flexible progression, and a token system providing structured revision opportunities. Results: Course evaluation scores improved substantially across all domains, achieving maximum ratings (6.0) by year 2. Conclusions: Specifications grading shows promise in strengthening competency-based NP education by setting clear expectations, aligning assessments with competencies, and supporting the iterative demonstration of mastery, which improves student perceptions of the learning environment.
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Amalia Gedney-Lose (2026) studied this question.
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