Teaching broader competencies that extend beyond tasks.
Hamric moreover emphasizes that while many of the same interventions are performed in basic and advanced nursing practice, advanced nursing practice is based on deeper and broader competencies [ 9].
Thus, the authors propose a gamified summative assessment approach that requires networked thinking to direct students' learning efforts towards broad competency building.
In 1958, Dr. Lindquist, a member of the College Board, urged his colleagues to develop a test for the legions of less selective universities overwhelmed by the postwar expansion in applicants, a test of broad competencies, not of memorization, gauging mastery of curriculum, not God-given mind capacities.
We found that theory-driven evaluation teams ideally have broad competencies, experience and expertise that allow for the identification of mechanisms of change and of the relevant contextual factors.
Their report, Scientific Foundations for Future Physicians (SFFP; AAMC-HHMI, 2009), encouraged a shift from undergraduate curricula composed of a strict list of traditional science courses to curricula emphasizing a set of broad competencies that could be achieved with a more innovative, flexible approach.
Using this approach, Jones, McArdle and O'Neill [ 10] surveyed the perceptions of graduates on new and old courses at Manchester University, UK, and found that across a range of broad competencies and specific skills, graduates of the new course considered that they were better prepared for their professional practice.
However, to sustain competitive advantage over the long-term, these smaller, independent community pharmacies will need to exploit a broad core competency base in order to be able to continuously introduce new sources of competitive advantage.
Graduates were asked to rate how well the medical program had prepared them in 13 broad practitioner competencies and 13 areas of clinical and hospital practice using a 5 point Likert scale, from 'Very well' through to 'Not at all well'.
There were however, two areas where the cohorts rated their preparedness in the 13 broad practitioner competencies as significantly different: problem-based graduates rated themselves as better prepared in their 'awareness of legal and ethical issues' and the lecture-based graduates rated themselves better prepared in their 'understanding of disease processes'.
