Abstract
The purpose of this presentation is to describe how competency-based education (CBE) can be used to intentionally integrate leadership development into entry-level professional nursing education. Competencies are observable, measurable behaviors that reflect not only what students know, but how they apply knowledge and judgment in practice. When leadership competencies are embedded across the curriculum rather than treated as “add-ons,” new graduates are better prepared to meet the realities of contemporary practice.
Building on the American Association of Colleges of Nursing (AACN) Essentials, this work frames leadership as an expected entry-level competency rather than a skill to be developed only after licensure. New nurses routinely find themselves coordinating care, communicating across disciplines, prioritizing competing demands, and advocating for patients and families. Yet many report feeling underprepared for these responsibilities, indicating a persistent gap between practice expectations and educational preparation.
The American Organization for Nursing Leadership (AONL) offers a practice-based framework that can guide development of leadership competencies at the novice level. This presentation will review current evidence on leadership preparation for entry-level nurses and illustrate how AACN Essentials align with AONL leader domains. Examples of competency mapping will demonstrate how leadership behaviors such as clear communication, critical thinking, time management, and change advocacy can be woven into didactic content, simulation, and early clinical experiences.
Practical strategies for assessing leadership competence—such as performance-based assessments, structured debriefings, reflective activities, and feedback from faculty and preceptors—will be discussed. Implications for academic–practice partnerships and curriculum design will be highlighted, with attention to how intentional, competency-based leadership education can support smoother transition to practice, strengthen early-career nurse confidence, and enhance team functioning and patient outcomes. By reframing leadership as a core entry-level expectation, nursing education can help build a pipeline of nurses prepared to influence care processes, contribute to quality and safety initiatives, and lead within evolving healthcare systems.
Notes
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Selected references included in attached slide deck.
Sigma Membership
Nu Beta at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Transition to Practice or Onboarding, Academic-Clinical Partnership, Outcome-Based Education, Experiential Learning, Learning-to-Practice Gap, Theory-Practice Relationship, Nursing Education, Nursing Practice, Transitional Programs (Education)
Recommended Citation
Frangieh, Jihane and Hairston, Dorna P., "Leadership Starts Here: Bridging the Learning-to-Practice Gap with Competency-Based Education" (2026). International Nursing Research Congress (INRC). 288.
https://www.sigmarepository.org/inrc/2026/presentations_2026/288
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-23
Leadership Starts Here: Bridging the Learning-to-Practice Gap with Competency-Based Education
Toronto, Ontario, Canada
The purpose of this presentation is to describe how competency-based education (CBE) can be used to intentionally integrate leadership development into entry-level professional nursing education. Competencies are observable, measurable behaviors that reflect not only what students know, but how they apply knowledge and judgment in practice. When leadership competencies are embedded across the curriculum rather than treated as “add-ons,” new graduates are better prepared to meet the realities of contemporary practice.
Building on the American Association of Colleges of Nursing (AACN) Essentials, this work frames leadership as an expected entry-level competency rather than a skill to be developed only after licensure. New nurses routinely find themselves coordinating care, communicating across disciplines, prioritizing competing demands, and advocating for patients and families. Yet many report feeling underprepared for these responsibilities, indicating a persistent gap between practice expectations and educational preparation.
The American Organization for Nursing Leadership (AONL) offers a practice-based framework that can guide development of leadership competencies at the novice level. This presentation will review current evidence on leadership preparation for entry-level nurses and illustrate how AACN Essentials align with AONL leader domains. Examples of competency mapping will demonstrate how leadership behaviors such as clear communication, critical thinking, time management, and change advocacy can be woven into didactic content, simulation, and early clinical experiences.
Practical strategies for assessing leadership competence—such as performance-based assessments, structured debriefings, reflective activities, and feedback from faculty and preceptors—will be discussed. Implications for academic–practice partnerships and curriculum design will be highlighted, with attention to how intentional, competency-based leadership education can support smoother transition to practice, strengthen early-career nurse confidence, and enhance team functioning and patient outcomes. By reframing leadership as a core entry-level expectation, nursing education can help build a pipeline of nurses prepared to influence care processes, contribute to quality and safety initiatives, and lead within evolving healthcare systems.
Description
This presentation describes how CBE can be used to build leadership skills in entry-level nurses from the start of their education. It highlights the gap between practice demands and current leadership preparation. The session will share strategies for integrating leadership behaviors like communication, critical thinking, time management, and change advocacy into coursework, simulation, and early clinical practice, and discuss implications for educators, practice partners, and policymakers.