A developmental trajectory supporting the evaluation and achievement of competencies: Articulating the Mastery Rubric for the nurse practitioner (MR-NP) program curriculum

Abstract

BackgroundAdvanced practice registered nursing (APRN) competencies exist, but there is no structure supporting the operationalization of the competencies by APRN educators. The development of a Mastery Rubric (MR) for APRNs provides a developmental trajectory that supports educational institutions, educators, students, and APRNs. A MR describes the explicit knowledge, skills, and abilities as performed by the individual moving from novice (student) through graduation and into the APRN career.MethodA curriculum development tool, the Mastery Rubric (MR), was created to structure the curriculum and career of the nurse practitioner (NP), the MR-NP. Cognitive task analysis (CTA) yielded the first of the three required elements for any MR: a list of knowledge, skills, and abilities (KSAs) to be established through the curriculum. The European guild structure and Bloom’s taxonomy of cognitive behaviors provided the second element of the MR, the specific developmental stages that are relevant for the curriculum. The Body of Work method of standard setting was used to create the third required element of the MR, performance level descriptors (PLDs) for each KSA at each of these stages. Although the CTA was informed by the competencies, it was still necessary to formally assess the alignment of competencies with the resulting KSAs; this was achieved via Degrees of Freedom Analysis (DoFA). Validity evidence was obtained from this Analysis and from the DoFA of the KSAs’ alignment with principles of andragogy, and with learning outcomes assessment criteria. These analyses are the first time the national competencies for the NP have been evaluated in this manner.ResultsCTA of the 43 NP Competencies led to seven KSAs that support a developmental trajectory for instruction and documenting achievement towards independent performance on the competencies. The Competencies were objectively evaluable for the first time since their publication due to the psychometric validity attributes of the PLD-derived developmental trajectory. Three qualitatively distinct performance levels for the independent practitioner make the previously implicit developmental requirements of the competencies explicit for the first time.DiscussionThe MR-NP provides the first articulated and observable developmental trajectory for the NP competencies, during and beyond the formal curriculum. A focus on psychometric validity was brought to bear on how learners would demonstrate their development, and ultimately their achievement, of the competencies. The MR-NP goes beyond the competencies with trajectories and PLDs that can engage both learner and instructor in this developmental process throughout the career.

The Mastery Rubric for Bioinformatics: A tool to support design and evaluation of career-spanning education and training

“…This alignment is explored in Table 3. The results in Table 3 are derived from the design features of any Mastery Rubric but are also based on curriculum development, evaluation, or revision experiences in other Mastery Rubric development projects (i.e., [30]; [48]; [57], respectively).…”

The Mastery Rubric for Bioinformatics: supporting design and evaluation of career-spanning education and training

“…This alignment is explored in Table 3. The results in Table 3 are derived from the design features of any MR, but are also based on curriculum development, evaluation, or revision experiences in other MR development projects (i.e., [30]; [48]; [57], respectively). Table 3.…”

The Preparation of Stewards with the Mastery Rubric for Stewardship: Re-Envisioning the Formation of Scholars and Practitioners

“…CGS defined a doctoral degree framework as "as set of reference points that defines general skills and competencies of all doctoral recipients" [40] (p. 9). The MR-S (like all Mastery Rubrics) begins with KSAs, and not skills or competencies, but also provides guidance about how "general skills and competencies", if they exist, can be developed in learners [41]. Thus, the MR-S, like other Mastery Rubrics (see [41]) fits and possibly expands on this CGS description.…”

“…The MR-S (like all Mastery Rubrics) begins with KSAs, and not skills or competencies, but also provides guidance about how "general skills and competencies", if they exist, can be developed in learners [41]. Thus, the MR-S, like other Mastery Rubrics (see [41]) fits and possibly expands on this CGS description. New research to demonstrate how the MR-S meets, and supports meeting, these guidelines, and particularly how implementation of the MR-S in training/education across disciplines can meet the new recommendations, are possible directions for studies of the MR-S and its utility.…”