The Texas model of differentiated entry-level competencies of graduates of nursing programs

Elizabeth Poster, Phyllis Adams, Cora Clay, Blanca Rosa Garcia, Annette Hallman, Brenda Jackson, Linda Klotz, Robert Lumpkins, Helen Reid, Pamela G. Sanford, Kendra Slatton, Nancy Yuill

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

The Board of Nurse Examiners and the Board of Vocational Nurse Examiners for the state of Texas updated the state's competency-based education model in collaboration with stakeholders in nursing service, state nursing organizations, and the deans and directors of the state's 82 board-accredited professional nursing programs. Based on this collaborative effort, 14 differentiated entry-level competencies with associated knowledge and clinical behaviors/judgments were identified that set standards for graduates of vocational, diploma, associate, and baccalaureate degree programs.

Original languageEnglish (US)
Pages (from-to)18-23
Number of pages6
JournalNursing Education Perspectives
Volume26
Issue number1
StatePublished - Jan 2005
Externally publishedYes

Fingerprint

entry level
examiner
Competency-Based Education
Nursing
nursing
nurse
nursing service
Nurses
graduate
Nursing Services
director
stakeholder
education

Keywords

  • Competency-Based Education
  • Differentiated Competencies
  • Entry-Level Nursing
  • Nursing Education

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Poster, E., Adams, P., Clay, C., Garcia, B. R., Hallman, A., Jackson, B., ... Yuill, N. (2005). The Texas model of differentiated entry-level competencies of graduates of nursing programs. Nursing Education Perspectives, 26(1), 18-23.

The Texas model of differentiated entry-level competencies of graduates of nursing programs. / Poster, Elizabeth; Adams, Phyllis; Clay, Cora; Garcia, Blanca Rosa; Hallman, Annette; Jackson, Brenda; Klotz, Linda; Lumpkins, Robert; Reid, Helen; Sanford, Pamela G.; Slatton, Kendra; Yuill, Nancy.

In: Nursing Education Perspectives, Vol. 26, No. 1, 01.2005, p. 18-23.

Research output: Contribution to journalArticle

Poster, E, Adams, P, Clay, C, Garcia, BR, Hallman, A, Jackson, B, Klotz, L, Lumpkins, R, Reid, H, Sanford, PG, Slatton, K & Yuill, N 2005, 'The Texas model of differentiated entry-level competencies of graduates of nursing programs', Nursing Education Perspectives, vol. 26, no. 1, pp. 18-23.
Poster E, Adams P, Clay C, Garcia BR, Hallman A, Jackson B et al. The Texas model of differentiated entry-level competencies of graduates of nursing programs. Nursing Education Perspectives. 2005 Jan;26(1):18-23.
Poster, Elizabeth ; Adams, Phyllis ; Clay, Cora ; Garcia, Blanca Rosa ; Hallman, Annette ; Jackson, Brenda ; Klotz, Linda ; Lumpkins, Robert ; Reid, Helen ; Sanford, Pamela G. ; Slatton, Kendra ; Yuill, Nancy. / The Texas model of differentiated entry-level competencies of graduates of nursing programs. In: Nursing Education Perspectives. 2005 ; Vol. 26, No. 1. pp. 18-23.
@article{949066eb196d4bfab31391ec058085e4,
title = "The Texas model of differentiated entry-level competencies of graduates of nursing programs",
abstract = "The Board of Nurse Examiners and the Board of Vocational Nurse Examiners for the state of Texas updated the state's competency-based education model in collaboration with stakeholders in nursing service, state nursing organizations, and the deans and directors of the state's 82 board-accredited professional nursing programs. Based on this collaborative effort, 14 differentiated entry-level competencies with associated knowledge and clinical behaviors/judgments were identified that set standards for graduates of vocational, diploma, associate, and baccalaureate degree programs.",
keywords = "Competency-Based Education, Differentiated Competencies, Entry-Level Nursing, Nursing Education",
author = "Elizabeth Poster and Phyllis Adams and Cora Clay and Garcia, {Blanca Rosa} and Annette Hallman and Brenda Jackson and Linda Klotz and Robert Lumpkins and Helen Reid and Sanford, {Pamela G.} and Kendra Slatton and Nancy Yuill",
year = "2005",
month = "1",
language = "English (US)",
volume = "26",
pages = "18--23",
journal = "Nursing Education Perspectives",
issn = "1536-5026",
publisher = "National League for Nursing",
number = "1",

}

TY - JOUR

T1 - The Texas model of differentiated entry-level competencies of graduates of nursing programs

AU - Poster, Elizabeth

AU - Adams, Phyllis

AU - Clay, Cora

AU - Garcia, Blanca Rosa

AU - Hallman, Annette

AU - Jackson, Brenda

AU - Klotz, Linda

AU - Lumpkins, Robert

AU - Reid, Helen

AU - Sanford, Pamela G.

AU - Slatton, Kendra

AU - Yuill, Nancy

PY - 2005/1

Y1 - 2005/1

N2 - The Board of Nurse Examiners and the Board of Vocational Nurse Examiners for the state of Texas updated the state's competency-based education model in collaboration with stakeholders in nursing service, state nursing organizations, and the deans and directors of the state's 82 board-accredited professional nursing programs. Based on this collaborative effort, 14 differentiated entry-level competencies with associated knowledge and clinical behaviors/judgments were identified that set standards for graduates of vocational, diploma, associate, and baccalaureate degree programs.

AB - The Board of Nurse Examiners and the Board of Vocational Nurse Examiners for the state of Texas updated the state's competency-based education model in collaboration with stakeholders in nursing service, state nursing organizations, and the deans and directors of the state's 82 board-accredited professional nursing programs. Based on this collaborative effort, 14 differentiated entry-level competencies with associated knowledge and clinical behaviors/judgments were identified that set standards for graduates of vocational, diploma, associate, and baccalaureate degree programs.

KW - Competency-Based Education

KW - Differentiated Competencies

KW - Entry-Level Nursing

KW - Nursing Education

UR - http://www.scopus.com/inward/record.url?scp=20044369552&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=20044369552&partnerID=8YFLogxK

M3 - Article

C2 - 15816255

AN - SCOPUS:20044369552

VL - 26

SP - 18

EP - 23

JO - Nursing Education Perspectives

JF - Nursing Education Perspectives

SN - 1536-5026

IS - 1

ER -