1006 - Competency Based Curriculum Redesign Providing a Creative Pathway

In the CBE framework, there is emphasis on directly measuring the program and course learning outcomes. Competency-based education is a method of instruction that focuses on the development of general specific skills and can be applied to nursing practice-based learning outcomes. The CBE framework is best applied when the topic of study is practice-based such as nursing. The competencies are the student’s ability to perform a task that must be combined with another task to meet the broader learning outcome. Students have an opportunity to study one competency at a time. The student would only move on to the next level of competency, in a scaffolded learning approach, upon master of the preceding competency. This focused approach can provide direct mapping from the program learning outcomes to the course learning outcomes and finally the evaluative/summative learning activity.

For example, a program with 12 courses can be divided into (3) domains. Domain I may include the concepts of professionalism and generalist nursing practice divided into (4) courses. Domain II includes research, policy, and improving health care outcomes divided into (4) courses and finally, Domain III includes population health and leadership divided into (4) courses.

The summative and evaluative learning activities are focused and directly measures the course learning outcome. The CBE curriculum framework can be delivered in a synchronous or asynchronous method. The asynchronous method allows a student to be self-paced and self-governing. For example, for every credit hour, there is an aligned course learning outcome and competency. A reflective assignment is used to measure the formative learning and a competency is used to measure the summative learning of the course outcomes.

In comparison to a traditional program, the CBE program in the asynchronous format has a higher return on investment, cost less, takes less time to complete, and allows for frequent contact with faculty and student services members. For example, a CBE program designed in the asynchronous format allows students to be self-paced and self-governing while taking up to four courses simultaneously over a traditional semester (16 weeks).

A successful best-practice of the CBE curriculum delivery reports (2) faculty members that provide a team case-management approach to support students upwards of 50 students in an asynchronous format. A smaller group of students is recommended for the synchronous delivery method.

There are (2) faculty members that provide a team case-management approach to support students. A faculty practitioner serves as the traditional professor that shepherds students to complete the formative and evaluative learning of the course outcomes. The faculty practitioner also provides feedback on assessments and discussions. There is faculty 'cheer-leader'/faculty mentor that provides additional support by reminding students of timelines, deadlines, and location of resources to complete the competencies. Together the two faculty members provide a comprehensive case-management approach and 'red-carpet' experience.