Other Titles
Responding with Change: Transformation From Content to Competency-Based Education [Title Slide]
Abstract
Background: Changes in nursing education are underway as the American Association of Colleges of Nursing (AACN) endorsed a shift from a content-driven pedagogy to Competency-Based Education (CBE) (AACN, 2021). This seismic shift in long-held teaching and learning practices is daunting for faculty, however, with intentional design for professional development, faculty can gain knowledge in CBE, confidence in trying new strategies, and adopt a different mindset to embrace CBE (Competency-Based Education Network, 2021; National League for Nursing, 2024; Wittman-Price & Gittings, 2021).
Purpose: Using Roger’s (1962) Diffusion of Innovation theory as a theoretical framework, this quality improvement project aimed to transform the curriculum across programs and increase faculty confidence in adopting CBE practices.
Methods: The method of transforming faculty mindset was multifaceted. Faculty attended a series of workshops delivered by invited CBE content specialists. We delivered 45-minute book club sessions, and embedded short “how-to” teaching strategy overviews within faculty meetings. CBE resources were provided. Faculty completed a baseline survey before the transition to CBE to explore teaching experience and certifications, knowledge of CBE, prior training on CBE, current application of CBE activities in their courses, and examples of CBE. In addition, faculty identified their level on the Diffusion of the Innovation spectrum (Rogers, 1962). Sessions were tailored based on perceived needs. Faculty provided feedback on how CBE could be used in the classroom, resources used to implement CBE, and suggestions for continuing education.
Evaluation: Faculty responded positively to all efforts to incorporate and adopt CBE curricular changes. One hundred percent of the faculty fell between innovators and the early majority. Evaluating our current processes provided information to improve the structure of faculty development, enhance pedagogy, and support student competency.
Implications: The book club provided an engaging and robust open-discussion forum. Faculty demonstrated an increase in collaboration of information on implementing CBE and stated they could incorporate what they learned into practice. Faculty freely shared ideas on content discussed, offered assistance and resources to peers, and generated new ideas to help transition to CBE. Findings demonstrate the value of multiple strategies to engage faculty and meet their diverse needs in the transition to CBE.
Notes
Reference list included in attached slide deck.
Sigma Membership
Omicron Psi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quality Improvement
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Competence, Curriculum Development, Faculty Development, Nursing Education, Advances in Education
Recommended Citation
Connerton, Charlotte S.; Marcotte, Theresa; Carter, Ashley N.; and Seibert, Susan A., "Responding With Change: Transforming From Content to Competency-Based Education" (2025). Biennial Convention (CONV). 101.
https://www.sigmarepository.org/convention/2025/presentations_2025/101
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
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
2025-11-24
Responding With Change: Transforming From Content to Competency-Based Education
Indianapolis, Indiana, USA
Background: Changes in nursing education are underway as the American Association of Colleges of Nursing (AACN) endorsed a shift from a content-driven pedagogy to Competency-Based Education (CBE) (AACN, 2021). This seismic shift in long-held teaching and learning practices is daunting for faculty, however, with intentional design for professional development, faculty can gain knowledge in CBE, confidence in trying new strategies, and adopt a different mindset to embrace CBE (Competency-Based Education Network, 2021; National League for Nursing, 2024; Wittman-Price & Gittings, 2021).
Purpose: Using Roger’s (1962) Diffusion of Innovation theory as a theoretical framework, this quality improvement project aimed to transform the curriculum across programs and increase faculty confidence in adopting CBE practices.
Methods: The method of transforming faculty mindset was multifaceted. Faculty attended a series of workshops delivered by invited CBE content specialists. We delivered 45-minute book club sessions, and embedded short “how-to” teaching strategy overviews within faculty meetings. CBE resources were provided. Faculty completed a baseline survey before the transition to CBE to explore teaching experience and certifications, knowledge of CBE, prior training on CBE, current application of CBE activities in their courses, and examples of CBE. In addition, faculty identified their level on the Diffusion of the Innovation spectrum (Rogers, 1962). Sessions were tailored based on perceived needs. Faculty provided feedback on how CBE could be used in the classroom, resources used to implement CBE, and suggestions for continuing education.
Evaluation: Faculty responded positively to all efforts to incorporate and adopt CBE curricular changes. One hundred percent of the faculty fell between innovators and the early majority. Evaluating our current processes provided information to improve the structure of faculty development, enhance pedagogy, and support student competency.
Implications: The book club provided an engaging and robust open-discussion forum. Faculty demonstrated an increase in collaboration of information on implementing CBE and stated they could incorporate what they learned into practice. Faculty freely shared ideas on content discussed, offered assistance and resources to peers, and generated new ideas to help transition to CBE. Findings demonstrate the value of multiple strategies to engage faculty and meet their diverse needs in the transition to CBE.
Description
This session will provide information on how to transform faculty mindset and teaching practices regarding the Competency-Based Education initiative. This project will describe innovative activities including workshops and book clubs, and tailored resources to actively engage faculty to effect change in practice and promote lifelong learning. Evaluation of these strategies revealed many early adopters ready to integrate these concepts into practice.