In April 2021, member deans of the American Association of Colleges of Nursing approved new standards for nursing education, with competency-based education as its foundation. The revised Essentials framework includes competencies organized within 10 domains at two levels of nursing education: entry level and advanced level. An advantage of this approach is greater
clarity and confirmation regarding the knowledge and skills of nursing school graduates. Implementation of the new Essentials will occur over the next several years, and substantial changes to the curriculum, learning activities, and learner assessment is expected. The revision of the Essentials presents a significant opportunity for regulators to collaborate with schools and practice partners. To that end, this article provides an overview of the newly revised
Essentials, discusses considerations and implications for nursing regulation, and puts forth recommendations for boards of nursing. To read this article in full you will need to make
a payment American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org/DNP/DNP-Essentials American Association of Colleges of Nursing. (2008). The essentials of
baccalaureate education for professional nursing practice. https://www.aacnnursing.org/portals/42/publications/baccessentials08.pdf American Association of Colleges of Nursing. (2011). The Essentials of master’s education in nursing.
https://www.aacnnursing.org/portals/42/publications/mastersessentials11.pdf American Association of Colleges of Nursing. (2019). AACN’s vision for academic nursing.https://www.aacnnursing.org/Portals/42/News/White-Papers/Vision-Academic-Nursing.pdf American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf
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Competency-based medical education in postgraduate medical education. Medical Teacher. 2010; 32: 651-656Johnston, S., Coyer, F. M., & Nash, R. (2018). Kirkpatrick’s evaluation of simulation and debriefing in health care education: A systematic review. Journal of Nursing Education, 57(7), 393–398. https://doi.org/10.3928/01484834-20180618-03
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Achieving Competency-Based, Time-Variable Health Professions Education. in: Josiah Macy Jr, Proceedings of a conference sponsored by Josiah Macy Jr. Foundation in June 20172018 ()Moreau, K. A. (2021). Exploring the connections between programmatic assessment and program evaluation within competency-based medical education programs, Medical Teacher, 43(3), 250–252. https://doi.org/10.1080/0142159X.2020.1841128
NCSBN model rules. National Council of State Boards of Nursing. 2021; ()National Council of State Boards of Nursing. (n.d.). Next Generation NCELX project.https://www.ncsbn.org/next-generation-nclex.htm Oandasan I., Martin, L., McGuire M., & Zorzi, R. (2020). Twelve tips for improvement-oriented evaluation of competency-based medical education. Medical Teacher, 42(3), 272–277. https://doi.org/10.1080/0142159X.2018.1552783 Professional Standards Authority. (2015). Right-touch regulation. https://www.professionalstandards.org.uk/docs/default-source/publications/thought-paper/right-touch-regulation-2015.pdf?sfvrsn=eaf77f20_20 Sirianni, G., Takahashi, S. G., & Myers, J. (2020). Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper. Medical Teacher, 42(8), 909–915. https://doi.org/10.1080/0142159X.2020.1763285 Wallace, D., & Moughrabi, S. (2016). The efficacy of simulation debriefing in developing critical thinking in accelerated baccalaureate nursing students. Journal of Nursing Education and Practice, 6(5), 13–18. https://doi.org/10.5430/jnep.v6n5p13 Article InfoFootnotesConflicts of Interest: None. The views expressed in this article are those of the authors and do not necessarily reflect the official policy or positions of the American Association of Colleges of Nursing IdentificationDOI: https://doi.org/10.1016/S2155-8256(22)00009-6 Copyright© 2022 National Council of State Boards of Nursing. Published by Elsevier Inc. All rights reserved. ScienceDirectAccess this article on ScienceDirectRelated ArticlesWhat is the purpose of the Essentials of Baccalaureate Education for Professional Nursing Practice?The Essentials of Baccalaureate Education for Professional Nursing Practice provides the educational framework for the preparation of professional nurses. This document describes the outcomes expected of graduates of baccalaureate nursing programs.
What is the role of the baccalaureate prepared nurse in relation to research?Baccalaureate programs prepare nurses with a basic understanding of the processes of research. Graduates can understand and apply research findings from nursing and other disciplines in their clinical practice.
What is a baccalaureate prepared nurse?A standard basic or generic baccalaureate program in nursing is a four-year college or university education that incorporates a variety of liberal arts courses with professional education and training. It is designed for high school graduates with no previous nursing experience.
Who created the AACN?That same year, three nurse pioneers — Mrs. Norma Shepard, Penny Vaughan and Vee Rice — gathered at a kitchen table and shared a vision to create a better future for patients, and AACN was born.
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What is the relationship between the Essentials and baccalaureate nursing education
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