An Integrative Review of Core Competencies for Nursing Undergraduates
DOI:
https://doi.org/10.31436/ijcs.v9i1.489Keywords:
Nursing education, Nursing student, Clinical competence, Core competenceAbstract
Background: To systematically review research on the core competencies of nursing undergraduates, exploring their definitions, components, evaluation methods, enhancement strategies, and influencing factors, in order to provide references and evidence for the cultivation of nursing core competencies and related research, and to offer insights that may inform curriculum development and policy improvement in nursing education.
Methods: Databases including Wiley, Cochrane, SpringerLink, Scopus, PubMed, Embase, CNKI, Wanfang, and VIP, were searched for literature published between January 2015 and May 2025. The included studies were assessed for quality, and data were extracted and synthesized.
Results: A total of 39 articles were included. Nursing institutions and scholars from multiple countries or regions have defined the core competencies of undergraduates, with five sub-competencies appearing most frequently. Various teaching strategies have shown significant effects in enhancing nursing undergraduates' core competencies, with six key themes identified: "evidence-based nursing," "collaborative learning," "competency-based education," "constructivism," "simulation teaching," and "others."
Conclusion: There is no unified definition or framework for nursing core competencies, but they generally encompass knowledge, skills, and attitudes. "theoretical knowledge," "communication and collaboration," "professionalism," "safety," and "clinical nursing skills" are widely regarded as essential components of undergraduate core competencies. While multiple teaching strategies have proven effective in enhancing these competencies, the implementation of competency-based education in nursing remains relatively slow, requiring further research and practical exploration for its effective application in nursing education.
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