Competency Based Education
Ten competencies that form the core of MANE’s curriculum
Competencies describe the knowledge, skills and attitudes expected upon attainment of curriculum benchmarks and graduation. The ten MANE Competency Statements of MANE reflect the outcomes expected of graduates of baccalaureate programs and stem from the Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008).
A competent nurse…
- develops insight through reflection, self-analysis, self-care and lifelong learning.
- demonstrates leadership as part of a health care team.
- effectively uses leadership principles, strategies and tools
- locates, evaluates, and uses the best available evidence.
- utilizes information technology systems including decision support systems to gather evidence to guide practice.
- practices within, utilizes and contributes to the broader health care system.
- practices relationship centered care.
- communicates effectively.
- has personal and professional actions based on a set of shared core nursing values.
- makes sound clinical judgments.
What is Conceptual Learning?
A Concept-based Method of Teaching and Learning
Learning by concepts eliminates rote memorization and supports deep understanding of the fundamental processes inherent in nursing and caring for individuals, families, communities, and populations. Conceptual learning eliminates content overload, allowing the learner to grow in knowledge and experience through repeated exposure. Concepts are:
- Broad: One to three words
- Timeless and sustainable
- Universal in application
- Easily recalled, transferred, integrated
- Represent a situation or condition in clinical practice
The MANE Conceptual Model, as depicted by the Tree, reflects the growth of the learner from foundational knowledge to the attainment of competence.
The eight Curricular Concepts (roots of the tree) support learning at the course level. These provide the foundation and structure for delivery of content by directly connecting to course objectives and learning outcomes. They guide the learner to structure, manage and organize learning to attain competence.
The four Micro-Concepts (base of the tree) direct the focus of the curricular concepts to the practice and knowledge of a nurse.
Curricular and micro-concepts are reintroduced (spiraled) though-out the curriculum. Each exposure to these concepts within a new context reinforces previous learning and supports achievement of higher levels of understanding.
The six Macro-Concepts (Foci of Care) (trunk of the tree) broadly focus on addressing the needs of individuals, families, and populations, across the lifespan. Multiple health situations within the evolving healthcare and global environments are considered. Macro-concepts are fundamental to the organization of the MANE program plan.
The seven Constructs (branches of the tree), threaded throughout each MANE course, are leveled in depth and breadth. Each exposure supports student understanding, growth, and attainment of competence as depicted by the ten competence statements (leaves of the tree).