Other Titles
PechaKucha Presentation
Abstract
Competency-based education (CBE) is reshaping how nursing programs assess clinical learning and prepare graduates for practice. As expectations shift toward observable performance, clinical preceptors require structured, practical tools that support consistent evaluation and promote learner growth. This project introduces an innovative preceptorship framework designed to strengthen competency-based clinical education by integrating standardized evaluation processes, clear communication pathways, and accessible preceptor support resources. The model aligns with contemporary competency expectations endorsed by the American Association of Colleges of Nursing and the National Organization of Nurse Practitioner Faculties.
Implementation of the preceptorship framework and competency evaluation tool will begin in the Spring 2026 semester across sequential clinical courses. The model was developed using backward design principles to support developmental progression and incorporates structured goal-setting to promote learner self-assessment. Early faculty and preceptor reviews indicate strong usability, clearer performance expectations, and greater consistency in evaluating student competencies. Preliminary feedback also suggests that the resources enhance preceptor preparedness and support more effective formative feedback conversations.
This innovation offers several implications for nursing education. Standardizing competency assessment can reduce variability across clinical sites, strengthen faculty–preceptor partnerships, and enhance the reliability of evaluations used to determine practice readiness. By emphasizing progression rather than time-based measures, the model supports diverse learners and promotes equity in clinical assessment. The framework is adaptable across nursing specialties and educational levels, providing a scalable approach for programs seeking to modernize clinical evaluation practices.
As nursing education continues to adopt competency-based systems, practical tools that support preceptors and ensure consistency in evaluation are essential. This project contributes a replicable, evidence-informed model that bridges gaps between competency expectations and real-world clinical teaching, ultimately advancing the preparation of safe, effective, and practice-ready nursing graduates.
Notes
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Reference list included in attached slide deck.
Sigma Membership
Kappa Gamma
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Academic-Clinical Partnership, Competence, Precepting, Clinical Competence, Medical Preceptorship, Outcome-Based Education
Recommended Citation
Makhoulian, Beatriz C., "Advancing Competency-Based Clinical Education Through an Innovative Preceptorship Framework" (2026). International Nursing Research Congress (INRC). 301.
https://www.sigmarepository.org/inrc/2026/presentations_2026/301
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
2026-09-25
Advancing Competency-Based Clinical Education Through an Innovative Preceptorship Framework
Toronto, Ontario, Canada
Competency-based education (CBE) is reshaping how nursing programs assess clinical learning and prepare graduates for practice. As expectations shift toward observable performance, clinical preceptors require structured, practical tools that support consistent evaluation and promote learner growth. This project introduces an innovative preceptorship framework designed to strengthen competency-based clinical education by integrating standardized evaluation processes, clear communication pathways, and accessible preceptor support resources. The model aligns with contemporary competency expectations endorsed by the American Association of Colleges of Nursing and the National Organization of Nurse Practitioner Faculties.
Implementation of the preceptorship framework and competency evaluation tool will begin in the Spring 2026 semester across sequential clinical courses. The model was developed using backward design principles to support developmental progression and incorporates structured goal-setting to promote learner self-assessment. Early faculty and preceptor reviews indicate strong usability, clearer performance expectations, and greater consistency in evaluating student competencies. Preliminary feedback also suggests that the resources enhance preceptor preparedness and support more effective formative feedback conversations.
This innovation offers several implications for nursing education. Standardizing competency assessment can reduce variability across clinical sites, strengthen faculty–preceptor partnerships, and enhance the reliability of evaluations used to determine practice readiness. By emphasizing progression rather than time-based measures, the model supports diverse learners and promotes equity in clinical assessment. The framework is adaptable across nursing specialties and educational levels, providing a scalable approach for programs seeking to modernize clinical evaluation practices.
As nursing education continues to adopt competency-based systems, practical tools that support preceptors and ensure consistency in evaluation are essential. This project contributes a replicable, evidence-informed model that bridges gaps between competency expectations and real-world clinical teaching, ultimately advancing the preparation of safe, effective, and practice-ready nursing graduates.
Description
This project presents an innovative preceptorship framework that strengthens competency-based clinical education through structured evaluation tools, preceptor support resources, and clear communication pathways. The model enhances consistency in clinical assessment and promotes learner readiness for professional practice.