Reject the “Practice Readiness Myth”: Ask if systems are ready for nursing graduates instead

• Published in: Nursing outlook 2024-09, Vol.72 (5), p.102181, Article 102181
• Main Authors: Swan, Beth Ann, Jones, Kim Dupree, Hayes, Rose, Kaligotla, Lalita, McDermott, Carrie, Rodriguez, Jeannie, McCauley, Linda
• Format: Article
• Language: English
• Subjects: AACN competency based education; AACN practice ready; Competency based education in nursing; Nursing practice readiness
• ISSN: 0029-6554; 1528-3968; 1528-3968
• DOI: 10.1016/j.outlook.2024.102181

The nursing profession is engaged in robust national dialogue on how to implement competency-based education. This dialogue often conflates the concept of “competency-based education” with nursing “competence” or “practice readiness.” Our aim is to discuss the potential harms of conflating “competency-based education” with “competence” or “practice readiness.” This commentary explores the possible risks of issue conflation. Risks include (a) suggesting that nurses who have successfully obtained licensure are not “competent” or “ready to practice,” and (b) de-emphasizing the importance of safe and sustainable work environments for new graduate nurses. We discuss the need to separate conversations about “competency-based education” and “practice readiness”; the need to increase the clarity and specificity of discourse surrounding competency-based education; and the need for strategic alignment across academia and practice. •There is national dialogue around how to implement competency-based education.•“Competency-based education” is often conflated with “practice readiness”.•We describe the risks of conflating these concepts.•Clarity, specificity, and strategic alignment are needed across nursing sectors.•Academic–practice partnerships can help to ensure healthy transitions to practice.