Jun-Yu Fan1, Yu Hsin Wang2, Li Fen Chao3, Sui-Whi Jane4, Li-Ling Hsu5. 1. Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan 333-03, Taiwan. Electronic address: jyfan@gw.cgust.edu.tw. 2. Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan 333-03, Taiwan. Electronic address: yhwang@gw.cgust.edu.tw. 3. Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan 333-03, Taiwan. Electronic address: lfchao@gw.cgust.edu.tw. 4. Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan 333-03, Taiwan. Electronic address: swjane@gw.cgust.edu.tw. 5. Graduate Institute of Health Allied Education, National Taipei University of Nursing and Health Sciences, No. 365, Mingde Rd., Beitou District, Taipei City 112, Taiwan. Electronic address: llhsu@ntunhs.edu.tw.
Abstract
BACKGROUND: Competency-based education is known to improve the match between educational performance and employment opportunities. OBJECTIVES: This study examined the effects of competency-based education on the learning outcomes of undergraduate nursing students. DESIGN: The study used a quasi-experimental design. PARTICIPANTS: A convenience sample of 312 second-year undergraduate nursing students from northern and southern Taiwan participated in the study. METHODS: The experimental group (n=163) received competency-based education and the control group received traditional instruction (n=149) in a medical-surgical nursing course. Outcome measures included students' scores on the Objective Structured Clinical Examination, Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students questionnaire, and academic performance. RESULTS: Students who received competency-based education had significantly higher academic performance in the medical-surgical nursing course and practicum than did the control group. Required core competencies and metacognitive abilities improved significantly in the competency-based education group as compared to the control group after adjusting for covariates. CONCLUSIONS: Competency-based education is worth implementing and may close the gap between education and the ever-changing work environment.
BACKGROUND: Competency-based education is known to improve the match between educational performance and employment opportunities. OBJECTIVES: This study examined the effects of competency-based education on the learning outcomes of undergraduate nursing students. DESIGN: The study used a quasi-experimental design. PARTICIPANTS: A convenience sample of 312 second-year undergraduate nursing students from northern and southern Taiwan participated in the study. METHODS: The experimental group (n=163) received competency-based education and the control group received traditional instruction (n=149) in a medical-surgical nursing course. Outcome measures included students' scores on the Objective Structured Clinical Examination, Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students questionnaire, and academic performance. RESULTS: Students who received competency-based education had significantly higher academic performance in the medical-surgical nursing course and practicum than did the control group. Required core competencies and metacognitive abilities improved significantly in the competency-based education group as compared to the control group after adjusting for covariates. CONCLUSIONS: Competency-based education is worth implementing and may close the gap between education and the ever-changing work environment.
Authors: Jestoni D Maniago; Evelyn E Feliciano; Adelina M Santos; Cyrelle L Agunod; Cris S Adolfo; Brian A Vasquez; Abdulrhman Albougami; Joseph U Almazan Journal: Int J Nurs Sci Date: 2020-12-19