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

Abstract

AimTo 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. BackgroundCompetence 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. MethodUsing 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. FindingsAntecedents, attributes, empirical referents and consequences of foundational competence were identified. DiscussionThe components and uses of the concept of foundational competence are presented to guide pedagogical and assessment practices necessary for competency-based education in nursing.