Using Competency-Based Models in Teaching - The Increasing Trend

Abstract

This research paper entails the detailed research on the increasing trend of using the competency based models in teaching. This paper explains in details the characteristics of Competency based training, area of focus being stroke, categories of competencies, area of competency in pre-stroke patient care, formulating a course of study, activities supporting competency based education, designing an associated clinical experience, and design an associated clinical experience.

Table of Content

Abstract2

Introduction4

Discussion5

Topic of Focus5

Categories of Competencies6

Objectives for Competency Statements9

Formulating Course of Study11

GEM Model12

Designing Nursing Case14

Defining Activities Supporting Competency Based Education15

Design an Associated Clinical Experience16

Conclusion18

References19

Using Competency-Based Models in Teaching - The Increasing Trend

Introduction

Every student at the end of the study course should own some educational goals that are specifically considerable descriptions of knowledge, skills, and behaviors from an innovative movement of education that was initiated in the United States in 1970s, referred as Competency based evidence model (Richards & Rodgers, 2001). The competencies for the public and employers serve as knowledge, awareness, and understanding of the expectations of practice from particular nursing jobs, and direction for development of curriculum. The focus of competency based education is on the learning outcomes. It concentrates on what are learners expected to learn and do, rather than holding focus on expected by learners to learn. In accordance with actual learner performance, functional approach of any education is attaining skills and analyzing grip, along with proficiency over those skills, which is also insisted by Competency Based Education (CBE). Following are the characteristics of Competency Bases Training Programs:

Provision of on performance feedbacks and modifications required.

Utilization of real life materials and visual media for on gaining competencies

The center of focus is on the concepts learned during original clinical situations.

Involving group activities and instructional techniques, along will permitting flexible training approach.

Self paced learning

Accomplishment based on every mentioned competency, adequate training completion should be involved.

Until proficiency is gained in the competency, continuation of the learning program should be ensured by the learner.

Selection of learning contents depends on the outcomes and learning goal of the learner.

Measurable and specific statements of competency should be used.

Selection of competencies should be made vigilantly.

Competencies essential should be made available for all those nurses that are practicing under law, for ensuring safe practice and hence, public protection can be made certain. Recognizing required competencies for specific jobs, defining the registered nursing practice scope, licensure and registration, and defining standards prevailing to nursing education and nursing practice are some of the regulatory activities that are imperative requirements set by the regulatory bodies (Sanson-Fisher, Rolfe & Williams, 2005).

Discussion

Topic of Focus

COS, Caring for the Post Stroke a patient is the topic of focus. Lack of oxygen in brain cells resultant of the abrupt blood flow stoppage to a specific part of the brain, stroke or a cerebrovascular accident (CVA) takes place. There are three key reasons for CVA, which includes:

Blood vessels inside brain getting tore

Occultation of artery to brain with a detached plaque

Formation of thrombus or ...