AACN competency-based essentials revisit: Evidence-based validation of entrustable professional activities in Asia

• Published in: Nurse education in practice 2024-08, Vol.79, p.104096, Article 104096
• Main Authors: Kao, Hsueh-Fen S., Hung, Chang-Chiao, Fowler, Karen R., Chu, Tsui-Ping, Kiani, Shirin
• Format: Article
• Language: English
• Subjects: Accreditation; Adult; American Association of Colleges of Nursing; Clinical assessment; Clinical Competence - standards; Clinical nursing; Clinical standards; College students; Comparative studies; Competency based learning; Competency-Based Education; Core competencies; Critical thinking; Curricula; Curriculum; Education, Nursing, Baccalaureate - standards; Educational Measurement - methods; Educational Measurement - standards; Entrustable professional activities; Feedback; Female; Graduate studies; Humans; Job Skills; Learning Processes; Learning satisfaction; Lifelong Learning; Male; Medical education; Nursing care; Nursing education; Nursing skills; Professionals; Quasi-experimental methods; Students; Students, Nursing - statistics & numerical data; Taiwan; Teaching; Tests; Wound healing
• ISSN: 1471-5953; 1873-5223; 1873-5223
• DOI: 10.1016/j.nepr.2024.104096

This study intended to validate the competency-based approach through an entrustable professional activity in the nursing undergraduate education arena in Taiwan. Entrustable professional activity is a recommended strategy to enhance nursing competencies and skills. It has been widely applied to nursing education in Western countries, especially graduate programs. However, its effects in eastern countries and undergraduate programs remain unclear. A quasi-experimental comparison design was used. The study is conducted at the Department of Nursing at a university in southern Taiwan. A total of 72 Two-Year Nursing Program students participated in the study. After implementing the designated entrustable professional activity in the Wound Care Nursing course, outcomes were measured using the Competency Inventory of Nursing Students, Learning Satisfaction and Objective Structured Clinical Examinations. These outcomes were then compared with post-test results at the end of the semester. About 90 % of students completed the study with the test group (n=31) receiving extra activity and the comparison group (n=34) receiving usual teaching. Data were analyzed through chi-square, paired t and Student’s t-test. The test group demonstrated significantly higher scores in perceived competency and clinical examinations than the comparison group. However, both groups experienced an increase in learning satisfaction without reaching a significant difference. Results of the study indicate that competency-based pedagogy, e.g., using entrustable professional activities, should be integrated into nursing curricula to meet the new American Association of Colleges of Nursing standards with compelling evidence. •Competency-based pedagogy with EPAs shows empirical evidence of improving nursing students’ competence in Taiwan.•Students who exposed to an EPA demonstrate higher perceived competency and objective clinical examination scores.•Integration of competence-based approach into nursing education is imperative to meet AACN Essentials.