The escalating complexities of health care delivery systems and changing sociopolitical market forces compel the profession to confront the issues of promoting documentation of initial competence of students and new graduates and the continuing competence of experienced and certified practitioners. Educators, administrators, regulators, and association leaders have begun to discuss and debate these problems and the consequences of action and non-action. This article provides an overview, context and rationale for competency-based education and practice and selected methods relevant to performance assessment and related contemporary issues. The author suggests a structure for developing alternative that are flexible, efficient and effective across the broad spectrum of nursing roles and responsibilities.
No takes yet. Share an insight, caveat, or question.
Carrie B. Lenburg (1999) studied this question.