よむ、つかう、まなぶ。
参考資料6_THE ESSENTIALS: CORE COMPETENCIES FOR PROFESSIONAL NURSING EDUCATION （2021 American Association of Colleges of Nursing） (22 ページ)
出典
| 公開元URL | https://www.mext.go.jp/b_menu/shingi/chousa/koutou/125/mext_00004.html |
| 出典情報 | 看護学教育モデル・コア・カリキュラムの改訂に関する連絡調整委員会（第1回 7／19）《文部科学省》 |
ページ画像
ダウンロードした画像を利用する際は「出典情報」を明記してください。
低解像度画像をダウンロード
プレーンテキスト
資料テキストはコンピュータによる自動処理で生成されており、完全に資料と一致しない場合があります。
テキストをコピーしてご利用いただく際は資料と付け合わせてご確認ください。
© 2021 American Association of Colleges of Nursing. All rights reserved.
ESSENTIALS MODEL
LEVEL 1
AACN Essentials
Entry-Level
Professional Nursing Education
sub-competencies
Used by programs preparing a
nurse for an initial professional
nursing degree.
LEVEL 2
AACN Essentials
Advanced-Level Nursing
Education sub-competencies
– and —
Specialty/role requirements/
competencies
Used by programs preparing a
nurse for an advanced nursing
practice specialty or advanced
nursing practice role.
Figure 1: Model for Nursing Education
These Essentials represent an opportunity for a future characterized by greater clarity as it
relates to expectations of graduates and a more disciplined approach to nursing education.
Competencies are used within the academic program as core expectations, thus setting a
common standard. Additional elements within a degree plan will allow schools to differentiate
degree paths using the same sub-competencies and to distinguish themselves in alignment with
various institutional missions. This model adapts to the current state of nursing education, and
perhaps more importantly, provides a path for an evolving trajectory for nursing education. Over
time, higher education, stakeholder demands, nursing regulatory standards, and economics are
among the many forces that will drive the direction and pace of change for nursing education
in the future. This model has been designed to adapt to such future changes, not only for the
degrees offered, but also for recognized areas of emphasis at the advanced education level by
coupling with specialty competencies and/or certification standards.
The Essentials do not apply directly to the preparation of nurse researchers in a PhD (or other
nursing research-focused) program. However, the second-level sub-competencies could be used
by PhD programs to guide core courses for doctoral nursing, particularly for programs offering
baccalaureate to PhD degrees. Additionally, for nursing programs offering both DNP and PhD
degrees and/or PhD to DNP or DNP to PhD options, the second-level core sub-competencies
could form the basis for shared core courses between the two doctoral degree programs –
representing efficiencies in program delivery as well as for more seamless pathways from one
degree to the other.
THE ESSENTIALS: CORE COMPETENCIES FOR PROFESSIONAL NURSING EDUCATION 17
ESSENTIALS MODEL
LEVEL 1
AACN Essentials
Entry-Level
Professional Nursing Education
sub-competencies
Used by programs preparing a
nurse for an initial professional
nursing degree.
LEVEL 2
AACN Essentials
Advanced-Level Nursing
Education sub-competencies
– and —
Specialty/role requirements/
competencies
Used by programs preparing a
nurse for an advanced nursing
practice specialty or advanced
nursing practice role.
Figure 1: Model for Nursing Education
These Essentials represent an opportunity for a future characterized by greater clarity as it
relates to expectations of graduates and a more disciplined approach to nursing education.
Competencies are used within the academic program as core expectations, thus setting a
common standard. Additional elements within a degree plan will allow schools to differentiate
degree paths using the same sub-competencies and to distinguish themselves in alignment with
various institutional missions. This model adapts to the current state of nursing education, and
perhaps more importantly, provides a path for an evolving trajectory for nursing education. Over
time, higher education, stakeholder demands, nursing regulatory standards, and economics are
among the many forces that will drive the direction and pace of change for nursing education
in the future. This model has been designed to adapt to such future changes, not only for the
degrees offered, but also for recognized areas of emphasis at the advanced education level by
coupling with specialty competencies and/or certification standards.
The Essentials do not apply directly to the preparation of nurse researchers in a PhD (or other
nursing research-focused) program. However, the second-level sub-competencies could be used
by PhD programs to guide core courses for doctoral nursing, particularly for programs offering
baccalaureate to PhD degrees. Additionally, for nursing programs offering both DNP and PhD
degrees and/or PhD to DNP or DNP to PhD options, the second-level core sub-competencies
could form the basis for shared core courses between the two doctoral degree programs –
representing efficiencies in program delivery as well as for more seamless pathways from one
degree to the other.
THE ESSENTIALS: CORE COMPETENCIES FOR PROFESSIONAL NURSING EDUCATION 17