Abstract
The system of nurse education in the UK is undergoing a radical shake-up. Many new courses are being designed and implemented along the lines of the Project 2000 framework. New curricula and course structures are required to meet the changing role of the nurse of the future. Many curriculum design teams are adopting a competence-based model of curriculum to meet these needs. This approach is receiving central encouragement (UKCC 1986). In this paper it is argues that this strategy is faulty and ill-conceived; the inherent difficulties of the competence-based model of curriculum design are highlighted. These issues are of fundamental concern to nurse educators and students in the UK.
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