Page 330 - International Perspectives on Effective Teaching and Learning in Digital Education

Betül Tosun and Ayla Yava

of clinical competence in nursing, may be premature and further studies are
needed (Agu et al., 1).

Clinical Competence and Learning Objectives in Nursing
Nursing is a care profession that provides health care using professional
nursing knowledge and skills to protect, improve and regain the health of
individuals. Nurses play a role in every step of the health system. Nurses have
a critical role in protecting and improving the health of sick and healthy in-
dividuals. In this context, clinical competence in nursing refers to the abili-
ty of nurses to effectively care for patients with their professional skills and
knowledge. There should be a curriculum and teaching method based on
learning objectives to gain clinical competence in nursing. In order for nurs-
ing students to correctly and competently apply the nursing knowledge and
skills they receive during their education after graduation, clinical compe-
tence should be compatible with learning objectives and measurable (Ben-
ner, 1).
Learning objectives in nursing education are determined in a way that will
enable students to gain these abilities (Perry et al., 14). Learning objectives
in nursing education aim to provide students with certain knowledge, skills,
and attitudes. These objectives play a fundamental role in structuring educa-
tional programs and developing curricula. Learning objectives are generally
determined in line with accreditation standards and professional standards
(American Association of Colleges of Nursing, 1). The determined learn-
ing objectives provide students with practical experience in nursing practice
while also supporting them in providing high-quality service in patient care.
Competency-based education is essential for learners to gain basic com-
petencies in their professional fields and thus to be entitled to take profes-
sional responsibilities as a member of a professional profession. In competen-
cy-based education, students are at the center of the learning environment
and are tried to reach outcome-based goals. In health professions such as
nursing, the curriculum, classroom and laboratory environment and prac-
tices should be continued by utilizing developing educational technologies
in a way that encourages students to learn at a level appropriate for the re-
sponsibilities they need to acquire. Advances in learning environments and
technologies, understanding developing student learning styles and prefer-
ences, and transitioning to outcome-oriented education and assessment are
accepted as signs of the transition to competency-based education. Compe-
tency-based education designed in this way creates permanent learning and

33