Evaluation of Learning and Competence in the Training of Nurses

Abstract

Introduction: health education becomes a more complex process, since it aims to ensure the training of professionals with the knowledge, skills, attitudes and values necessary for their performance, requiring the adoption of strategies that allow the integral evaluation of these competences.
 Objective: analyze the scientific evidence about the evaluation of learning and competence in undergraduate nursing education. 
 Method: integrative literature review with online search in LILACS, MEDLINE, Web of Science, SCOPUS and CINAHL databases, using these descriptors: Competence Based Education, Nursing Education, Learning and Assessment. 
 Results: the 18 articles analyzed, based on a synthesis and critical analysis, allowed the identification of the following thematic categories: concept of competence; essential competences to the training of nurses; learning strategies; and evaluation. It was evidenced that, despite the polysemy around the term competence, the concept presented more similarities than differences. The nursing competencies identified are similar to those recommended by the National Curriculum Guidelines, emphasizing learning strategies in simulated settings and doubts about methods and the construction of evaluation tools. Conclusions: the evaluation of learning and competence continues to be a challenge for nursing educators and it is recognized that there are difficulties in this process. In this sense, it seems necessary to develop reliable evaluation tools, based on criteria and indicators, that can verify the performance of the student in action and their earliest possible approximation to real learning scenarios.
 Keywords: Competency-Based Education. Education. Nursing. Learning. Evaluation.