An Analysis of the Concept of Competence in Nursing Education

Abstract

Aim: The purpose of this paper is to present an analysis of the concept of competence of nurses and examine how competence is currently measured. Background: Nurse Education curricula have adopted a competency based model without clear and unequivocal understanding of the meaning of competence. Competence is reported to be developed incrementally and individually situated in a binary definition, these two positions have lead to confusion within nursing practice and nurse education. Method: A literature search was conducted using various databases, including CINAHL, MEDLINE, OVID, Psych info and The Cochrane Library between 1980 and 2006. The purposes of the concept analysis are: 1) to establish a better understanding of the concept of competence as applied to nursing practice and nurse education, and 2) provide the impetus to explore empirically the competence based methods of learning in nursing education. Concept analysis described by Walker and Avant was used to examine the concept of competence. Findings: The use of concept analysis resulted in the identification of four critical attributes in relation to the concept of competence as applied to nursing practice. The concept analysis revealed difficulty in identifying a clear meaning of the constituents of competence and the definitions assigned to a competent nurse. The four critical attributes were 'state of being', 'condition of being capable', 'sufficient for the purpose' and 'required ability'. Conclusion: This paper provides an explanation of competence in relation to nursing practice. This explanation identifies that a nurse can be competent when the nurse is fit, adequately qualified, has the required ability, is safe to practice, capable and can function independently and proficiently as a registered practitioner.