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Perception of IOM Competency Implementation: Being Intentional

This presentation explores the perceptions of faculty and students regarding the implementation of the Institute of Medicine (IOM) competencies in nursing education. Participants will learn methods to evaluate and compare perceptions, highlighting the importance of raising student awareness. A mixed-method approach will be discussed, featuring surveys and curriculum matrices to assess competency integration. Key findings reveal inconsistencies in curriculum distribution and barriers faced by students in clinical settings, prompting crucial discussions on intentionality in competency teaching and stakeholder engagement.

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Perception of IOM Competency Implementation: Being Intentional

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  1. Perception of IOM Competency Implementation: Being Intentional Tama L. Morris, RN, PhD, CNE ATI Nurse Educator Summit April 2014

  2. Objectives • Participants will: • discuss methods to compare faculty and student perception of implementation of the IOM competences. • Participants will compare and contrast faculty and student perception of implementation of the IOM competencies. • Participants will share rationale for raising student awareness of implementation of the IOM competencies.

  3. Major Steps in Development of the Competencies

  4. The Competencies Institute of Medicine. (2003). Health professions education: A bridge to quality. Washington, DC: Author. Retrieved from http://www.nap.edu/catalog/1081.html

  5. Role of Competencies in Nursing Education

  6. Evaluation of Implementation of Competencies • Stakeholders • Timing: when and how often • Methods of Evaluation Your turn – • Write 1-2 ideas about evaluation strategies • When signaled, share with a neighbor

  7. A Mixed-Method, Stakeholder- focusedCase Study A Pre-licensure Program Methodology Morris & Hancock (2013). Institute of Medicine Core Competencies as a Foundation of Nursing Program Evaluation. Nursing Education Perspectives, 34 (1), 29-33. • Parallel faculty and student surveys • Likert scale rating • Open ended comments • Curriculum Matrix with course objectives

  8. Findings and Conclusions • Surveys and Curriculum Matrix: Course objectives addressed • Curriculum Matrix: distribution of competencies through curriculum was inconsistent.

  9. Findings and Conclusions • Survey Comments: • Faculty and students mentioned course assignments • Faculty provided examples of clinical experiences and opportunities for students to implement the competencies • Students more often expressed limitations and barriers for implementation in the clinical setting

  10. Leading to the next set of questions… • How can we: • be intentional about raising student awareness of and teaching the competencies ? • incorporate the competencies into the program improvement plans? • assure that implementation of the competencies is evident to our stakeholders (students, accrediting organizations, employers of students)?

  11. Thank you! Questions will be addressed at end of panel discussion. Contact information: Tama L. Morris, RN, PhD, CNE Associate Dean, Blair College of Health Director, Presbyterian School of Nursing E-mail: morrist@queens.edu Phone: 704-337-2363

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