Nursing teachers' perceptions of the implementation of a competency-based educational model
Supporting Agencies
- Departamento de Investigación y Universidades de la Generalitat de Catalunya (2021 SGR 00505)
Abstract
Introduction: The curriculum for the Nursing Degree Programme at the Austral University of Chile (UACh) has been redesigned with a competency-based approach.
Objective: To explore the perceptions of Nursing faculty at the Universidad Austral de Chile (UACh) regarding the implementation of the educational model centered on competency-based learning.
Materials and methods: A qualitative descriptive study with a phenomenological approach, using an intrinsic case design and purposive theoretical sampling. Eight semi-structured interviews were conducted with Nursing faculty. Data were analyzed using content analysis. The research was approved by the Scientific Ethics Committee Servicio de Salud Valdivia (Chile).
Results: A central theme emerged: faculty perceptions regarding the implementation of the institutional educational model, which includes two categories with their subcategories. The first, "institutional educational model," describes conceptions regarding principles, requirements for its implementation, and faculty attitudes. The second, "development of generic competencies and institutional seal," highlights generic competencies and institutional seals, factors that facilitate and hinder their development.
Conclusion: Teaching staff demonstrate a high level of ownership of the MECEA (Mechanical Education and Training Model); however, they require training and support to optimize its application. The development of generic competencies is closely linked to factors such as the characteristics of teachers and students, the use of active methodologies, the conditions of clinical fields, and institutional aspects such as academic management, infrastructure, and human resources.
Downloads
-
Abstract175
-
ESP_PDF (Español (España))85
-
ENG_PDF34
-
XML (Español (España))0
References
Modelo Educacional y Enfoque Curricular de la Universidad Austral de Chile [Internet]. 1a ed. Valdivia: Universidad Austral de Chile; 2007 [citado 3 mar 2025]. Disponible en: https://www.uach.cl/uach/_file/modelo-educacional-y-enfoque-curricular.pdf
González J, Wagenaar R, editores. Tuning Educational Structures in Europe. Informe Final. Fase 1. [Internet]. Bilbao: Universidad de Deusto; 2003 [citado 3 mar 2025]. Disponible en: https://tuningacademy.org/wp-content/uploads/2014/02/TuningEUI_Final-Report_SP.pdf
Beneitone P, Esquetini C, González J, Marti Maletá M, Siufi G, Wagennar R, editores. Reflexiones y perspectivas de la Educación Superior en América Latina. Informe Final – Proyecto Tuning – América Latina 2004-2007 [Internet]. Bilbao: Universidad de Deusto; 2007 [citado 3 mar 2025]. Disponible en: http://tuning.unideusto.org/tuningal/index.php?option=com_docman&task=docclick&Itemid=191&bid=54&limitstart=0&limit=5
Proyecto Curricular Carrera de Enfermería. Universidad Austral de Chile; 2019.
Nguyen ATH, Kunaviktikul W, Stone TE, Sripusanapan A, Thungjaroenkul P, Pham DTT. The implementation of a competency-based nursing curriculum in a developing country: A qualitative descriptive study. F1000Research 2022;11:969. https://doi.org/10.12688/f1000research.122867.1
Mmari V, Mselle L, Kibusi S, Osaki K. Experiences of Nurse Educators on the Implementation of the Competency-Based Curriculum for Nursing and Midwifery Programmes in Tanzania: A mixed methods study. Merit Res J Med Me Sci. 2020; 8(5):139-152. https://doi.org/10.5281/zenodo.3832710
Poblete-Troncoso M, Cofre-González CG, Guerra-Guerrero VT, Miño-González CG, Ceballos-Vásquez PA, Jara-Rojas AV. Experiencias de estudiantes de Enfermería frente al cambio: desde un currículo tradicional a uno por competencias. Rev Enf Ref 2017;4(14):49-55. https://doi.org/10.12707/RIV17036
Guerra-Guerrero V, Miño-González CG, Poblete-Troncoso M, Cofré-González CG, Ceballos-Vásquez P, Jara-Rojas A. Innovación curricular en la educación superior: Experiencias vividas por docentes en una Escuela de Enfermería. Univ Salud. 2018; 20(1):53-63. https://doi.org/10.22267/rus.182001.109
Alaban AG, Buran-Omar AP, Abduraji ST. Acceptability of the proposed competency-based curriculum and instruction model to further improve the quality of nursing education. Int J Instr. 2023;16(2):1037-1058. https://www.e-iji.net/dosyalar/iji_2023_2_55.pdf
World Health Organization. Nurse educator core competencies [Internet]. Geneva: WHO; 2016 [citado 3 mar 2025]. Disponible en: https://iris.who.int/bitstream/handle/10665/258713/9789241549622-eng.pdf
Arends R. Competency-based curriculum in nurse practitioner education. J Am Assoc Nurse Pract. 2024;36(1):23-28. https://doi.org/10.1097/JXX.0000000000000928
Westerdahl F, Carlson E, Wennick A, Borglin G. Bachelor nursing students´ and their educators´ experiences of teaching strategies targeting critical thinking: A scoping review. Nurse Educ Pract. 2022;63:103409. https://doi.org/10.1016/j.nepr.2022.103409
Gil Aguilar RC. Currículo por competencias en la educación universitaria: importancia de la retroalimentación en el desarrollo del perfil profesional. Ciencia Latina. 2021;5(2):1291-310. 1310. https://doi.org/10.37811/cl_rcm.v5i2.328
Hege I, Adler M, Donath D, Durning S, Edelbring S, Elvén M, Bogusz A, Georg C, Huwendiek S, Körner M, Kononowicz A, Parodis I, Södergren U, Wagner F, Wiegleb Edström D. Developing a European longitudinal and interprofessional curriculum for clinical reasoning. Diagnosis. 2023;10(3): 218-224. https://doi.org/10.1515/dx-2022-0103
Chhabra N, Kukreja S, Chhabra S. How to Improve the Efficacy of Student Feedback. Indian Pediatr. 2022;59(1):80-86. https://doi.org/10.1007/s13312-022-2426-4
Quintana-Alonso R, García-Redondo E, Miana-Ortega M, Chamorro-Rebollo E, Cieza-García JA. Teaching Competencies in Nursing Professors: Visions of Students and Academics. Invest Educ. Enferm. 2023;41(3):e08. https://doi.org/10.17533/udea.iee.v41n3e08
Lamri J, Lubart T. Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach. J Intell. 2023;11(6):107. https://doi.org/10.3390/jintelligence11060107
Márquez M, Sandoval J, Torres MC, Pavié S. Estudio de caso de la coherencia interna de programas de asignaturas en seis carreras que promueven competencias de la Universidad Austral de Chile. Estud Pedagóg. 2010;36(2):117-133. http://dx.doi.org/10.4067/S0718-07052010000200007
Stake RE. Investigación con estudio de casos. 2° ed. Madrid: Ediciones Morata, S.L; 1999. p. 16-23.
Polit D, Hungler B. Investigación Científica en Ciencias de la Salud. 6º ed. México: McGraw- Hill Interamericana Editores, S.A; 2000. p. 525-45.
Glaser BG, Strauss AL. El método de comparación constante de análisis cualitativo. In: The discovery of Grounded Theory: strategies for qualitative research. New York: Aldine; 1967. p. 101-15.
Schreier M. Qualitative Content Analysis. In: Flick U (editors). The SAGE Handbook of Qualitative Data Analysis. SAGE Publications; 2014. p. 170-183 https://doi.org/10.4135/9781446282243
Guba E, Lincoln Y. Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. San Francisco: Jossey-Bass; 1981
Pramila‑Savukoski S, Jarva E, Kuivila H‑M, Juntunen J, Koskenranta M, Kääriäinen M, Mikkonen K. Generic competence among health sciences students in higher education – a cross-sectional study. Nurse Educ Today. 2024;133:106036. https://doi.org/10.1016/j.nedt.2023.106036
Taminato M, Fernandes H, Barbosa DA. Nursing and the Sustainable Development Goals (SDGs): An Essential Commitment. Rev Bras Enferm. 2023;76(6):e760601. https://doi.org/10.1590/0034-7167.2023760601es
Barragán D, Ramírez C. El papel del estudiante en la formación basada en competencias. Rev Iberoam Educ Super. 2020;11(30):3–21. https://doi.org/10.22201/iisue.20072872e.2020.30.583
Corica, A. G. Clinical supervision in healthcare professions: A narrative review of key issues and future directions. Journal of Clinical Practice and Education. 2022; 14(3): 210–218. https://doi.org/10.1016/j.jcpe.2022.03.005
Mbuthia G, Mithamo D, Kimani S. Clinical learning environment challenges for nursing students in Kenya: A qualitative study. BMC Nursing. 2020;19(1):49. https://doi.org/10.1186/s12912-020-00480-4
Bahrami M, Asgari F, Farzi S. Challenges of clinical education from the perspective of nursing students: A qualitative study. Nursing Open. 2021;8(5):2428-2435. https://doi.org/10.1002/nop2.993
Mejía N, Suárez D. Estrategias para promover un ambiente académico respetuoso en el ámbito clínico. ARS MEDICA Revista De Ciencias Médicas. 2021;46(4):51–59. https://doi.org/10.11565/arsmed.v46i4.1840
Copyright (c) 2025 Global Nursing
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The works published in this magazine are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) preserves the copyright of the published works, and encourages and allows the reuse of the works under the license for use stated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2011 (© Publications Service, University of Murcia, 2011)
2. The works are published in the electronic edition of the journal under Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España(texto legal) “ a Attribution-NonCommercial-NoDerivatives 3.0 Spain license (legal text)”. They can be copied, used, broadcasted, transmitted and publicly displayed, provided that: i) the authorship and original source of their publication (journal, publisher and URL) are cited; (ii) are not used for commercial purposes; iii) the existence and specifications of this license is mentioned.
3. Conditions of self-archiving. Authors are allowed and encouraged to electronically disseminate the pre-print (pre-reviewed ) and / or post-print (reviewed and accepted for publication) versions of their works prior to publication, as it ensures a wider circulation and dissemination which may lead to a possible increase in its mention and a higher scope among the academic community. RoMEO color: green.
