New in Nursing Outlook: "Reject the “Practice Readiness Myth”: Ask if systems are ready for nursing graduates instead". Abstract: 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. Thank you to authors Beth Ann Swan, Kim Dupree Jones, Rose Hayes, MA, RN, BSN, Lalita Kaligotla, Carrie McDermott, Jeannie Rodriguez, and Linda McCauley. Read the full article here: https://lnkd.in/eqd2gYuz
It’s interesting that we aren’t focusing on how to work together, across academia and health systems, to prepare nurses for nursing practice. Instead of putting the emphasis on one group or another, why not have a table at which academia and health systems are equal and committed partners? We are all responsible for the future of our profession.
I have always believed the village/organization must be ready. This is why academic practice partnerships are so vital.
What an interesting and much needed perspective in nursing education discourse.
Patricia Allen
2mo
Great advice!
Nurse Practitioner
2moSome excellent & valid points. I believe that academia needs to examine the practice of utilizing clinical preceptors who already have a heavy patient assignment in hospitals to educate their students. There is a need for clinically competent instructors to develop entry level graduates who are safe practitioners.