Learning Professional Knowledge: Bachelor Nursing Students’ Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum

Abstract

Since decades, nursing education struggles with a persistent gap between the theoretical knowledge offered in the study program and its application in professional practice. To bridge this gap competence-based curricula were developed with instructional designs as authentic learning contexts and self-directed learning. In this project we explored final year Bachelor Nursing (BN) students’ experiences in learning in a newly developed curriculum, and their knowledge quality outcomes and the degree of agreement with knowledge requirements. An instrumental multiple case study was conducted with interviews, concept mapping and a domain knowledge list. Results show that a third of the participants had positive learning experiences and got high appraisals for their knowledge quality. Similar to the medium and low scoring participants, they developed instrumental knowledge but integrated other forms of learning into a system of meaning, which is needed to solve non-routine problems in future practice. Medium and low scoring participants did not profit from learning in authentic contexts and self-directed learning. In conclusion, developing sufficient professional knowledge in a constructivist competence-based curriculum is influenced by students’ intrinsic motivation to build a strong knowledge base, by their perception of how to learn and use professional knowledge, and their expectations of the degree of supervision and guidance by the teacher. It is recommended to evaluate the extent to which the intended curriculum is being taught.

[Retracted] Nursing Teaching Curriculum Setting by Introducing Postcompetency Model under the Vision of Internet Informatization

“…Den Hertog et al [ 27 ] proposed a learning professional knowledge for identifying the experience of Bachelor Nursing (BN) students. The proposed method finds out the quality outcomes of BN students that improve the efficiency and reliability of the system.…”

Clinical stressors as perceived by first-year nursing students of their experience at Alexandria main university hospital during the COVID-19 pandemic

“…The present study focused on first-year nursing students who graduated from high school and chose to continue studying the nursing profession. Nursing students' competency is determined by the information and skills they have been taught ( den Hertog & Boshuizen, 2022 ). Theoretical and practical training are considered the cornerstone components of nursing education that enables nursing students to gain the information, skills, and attitudes necessary to provide nursing care ( Chaghari et al, 2017 ).…”

Educational strategies to implement domains 2, 6 and 10 of the 2021 AACN core competencies

“…Students shall learn to apply knowledge from nursing, other healthcare professions (e.g., medicine, patient case managers, and pharmacy), and community resources such as the National Alliance for Mental Illness to effectively care for persons in sites where mental health crises may initially appear, including personal residences, emergency departments, on the street, and in and police stations. [13,14] The focus of Competency 6.4 is for students to "discuss the importance of working with other professions to maintain a climate of mutual learning, respect, and shared values." This competency encourages students to recognize and reject any biases that could compromise effective collaboration with other healthcare professionals.…”