Educating Nurses for the Twenty-First Century Abilities-Based Outcomes and Assessing Student Learning in the Context of Democratic Professionalism

Abstract

This article describes recent work in implementing a framework of abilities-based learning outcomes and related practices for assessing student learning in a Canadian Baccalaureate nursing degree program. The authors describe steps in implementing an abilities-based paradigm for nursing education, and subsequently developing an assessment framework based on abilities-based learning outcomes. The discussion reviews theoretical and policy-level influences involved in this initiative. The curriculum work is also discussed in terms of current trends in higher education emphasizing the assessment of student learning. The discussion concludes by linking these efforts to recent calls for a paradigm shift in the preparation of professionals, noting how the assessment of student learning can contribute to democratic professional formation in nursing.