Teaching and Evaluating Health Assessment Competencies in Entry-Level and Advanced-Level Nursing Programs

Background The shift to competency-based education (CBE) creates a need to examine methods of teaching and evaluating physical health assessment competencies in entry-level and advanced-level nursing courses. Method A national survey, guided by backward design, gathered data on behaviors indicative of physical assessment competency, assessment strategies, and teaching and learning approaches that foster competency development. Results Respondents from 54 entry-level and 27 advanced-level programs completed the survey. Data analysis used descriptive statistics to calculate frequencies and percentages. Key findings include a lack of standardized assessment instruments, a limited focus on younger populations, barriers to inclusive and specialized assessments, and time constraints in competency evaluation. Conclusion Although some programs have integrated elements of CBE into their physical assessment courses, several gaps must be addressed to ensure the successful implementation of CBE and the preparation of practice-ready graduates.