Defining Foundational Competence for Prelicensure and Graduate Nursing Students: A Concept Analysis and Conceptual Model

Authors

Katie L. McDermott, Marquette University
Kristina Dreifuerst, Marquette UniversityFollow

Document Type

Article

Publication Date

10-2022

Publisher

Elsevier

Source Publication

Nurse Education in Practice

Source ISSN

1471-5953

Original Item ID

DOI: 10.1016/j.nepr.2022.103415

Abstract

Aim

To define the concept of foundational competence as it pertains to prelicensure and graduate nursing students during their educational program, thereby informing pedagogical and assessment practices.

Background

Competence has many definitions and uses, however a lack of consensus of a clear and useful definition in nursing persists. Without shared language, competence remains open for interpretation across and among groups and impedes the ability to teach and assess it in a competency-based education framework.

Method

Using the Walker & Avant method of concept analysis, literature was reviewed and synthesized to define and explain the concept of foundational competence in nursing using evidence and practice from various disciplines.

Findings

Antecedents, attributes, empirical referents and consequences of foundational competence were identified.

Discussion

The components and uses of the concept of foundational competence are presented to guide pedagogical and assessment practices necessary for competency-based education in nursing.

Comments

Accepted version. Nurse Education in Practice, Vol. 64 (October 2022): 103415. DOI. © 2022 Elsevier. Used with permission.

Recommended Citation

McDermott, Katie L. and Dreifuerst, Kristina, "Defining Foundational Competence for Prelicensure and Graduate Nursing Students: A Concept Analysis and Conceptual Model" (2022). College of Nursing Faculty Research and Publications. 960.
https://epublications.marquette.edu/nursing_fac/960