A PROPOSED FRAMEWORK for Differentiating the 21 Pew Competencies by Level of Nursing Education

By Brady, Marilyn; Leuner, Jean D'meza et al. | Nursing and Health Care Perspectives, January 2001 | Go to article overview

A PROPOSED FRAMEWORK for Differentiating the 21 Pew Competencies by Level of Nursing Education


Brady, Marilyn, Leuner, Jean D'meza, Bellack, Janis P., Loquist, Renatta S., Cipriano, Pamela F., O'neil, Edward H., Nursing and Health Care Perspectives


ABSTRACT. NOW NEARLY A DECADE OLD, the original Pew Health Professions Commission Competencies have stood up well to the test of time. The competencies were designed to provide all health professionals, from physicians to physical therapists, with a general guide to the values, skills, and knowledge they would need to be successful in the health care system that was beginning to emerge in the late 1980s. They have been used across the range of health professions and in many practice settings to create a framework for curricular change, work redesign, and assessment of professional competence.

The interpretation of the competencies offered here should prove to be a useful tool to nurses and health system leaders as they carry on the hard work of adapting the current model of nursing practice to the demands and realties of the contemporary and continually evolving health care environment. This work is important for two reasons. First, many of the skills and attributes of the professional nurse are not adequately used or valued by the health care system because the profession is both fragmented and poorly differentiated and articulated. Without markers that define and promote collaborative practice within nursing, the full potential of nurses at all levels of preparation will continue to be inadequately and inappropriately deployed.

This model exacerbates the current nursing shortage because it fails to use nurses in appropriate, well-delineated, and challenging roles. Without this kind of differentiation, one that can be owned and supported by all nurses, there will continue to be suboptimal use of the nursing workforce in the United States. The framework of differentiated Pew competencies and the companion teaching-learning strategies proposed here offer one approach to rationalizing both nursing education and practice, with the potential for improving the quality of care, and reducing fragmentation, cost, and public confusion.

THE PEW HEALTH PROFESSIONS COMMISSION has been recognized as a leader in health professions workforce policy and planning for the last decade. Sponsored by the Pew Charitable Trusts, its purpose was to explore health professions education and recommend reforms to "ensure that today's students will contribute to and thrive as practitioners in tomorrow's radically different and ever-changing new health care environment" (I, p. vii). Nearly 10 years later, the predicted "radically different ... health care environment" has arrived and continues to be "ever-changing" Given the chaotic environment of health care delivery and professional practice, the Commission's charge remains a relevant guidepost for the nation's health professions schools.

In its 1991 report (1), the Commission outlined "Competencies for 2005," a set of 17 expanded abilities and attitudes required of practitioners to meet the nation's evolving health care needs. The Commission charged the nation's health professions and their educational programs to interpret and apply the competencies in the context of their unique missions.

Widely circulated in the 1990s, the Pew competencies informed both dialogue and debate about health professions education across the range of disciplines. A 1997 survey of health professions education programs (2) revealed that large numbers of schools were both aware of and drawing upon the Commission's recommendations, and working on incorporating the competencies in their curricula. The professions reporting use of the competencies ranged from 63 percent in schools of allopathic medicine to 93 percent in schools of nursing and allied health.

In its fourth and final report, the Commission updated and expanded the list to "21 Competencies for the 21st Century," and recommended that health professions schools use the competencies "as a benchmark for assessing the current status of their educational programs and for developing strategic directions for change" (3, p. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

A PROPOSED FRAMEWORK for Differentiating the 21 Pew Competencies by Level of Nursing Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.