Competency Example

Competency Evaluation Example


Spring Competency 2018: Med/Surg RN

Every year, nurses have to prove their competency in a variety of topics - some of which are compliance specific and some are chosen because of low patient satisfaction scores or high incident/error rates. 

Frustrated with the typical multiple choice test, a group of educators consulted with me on how to do it differently this year. I helped them develop a case study essay competency that required critical thinking and meaningful answers. 

The completion goal was simple - there were two sections, Disease-based and ITEACH Case Studies. Every nurse picked 2 disease-based case studies that best applied or interested them and 1 of the ITEACH Case Studies. Note: ITEACH are the organizational values. If they failed any of their essays, they would sign up for an on-the-job training session where they'd go through the case study live with their educator. 

Because this was the first time any of these nurses had taken this type of competency, I also wrote and attached a short Kirkpatrick Level 1 Reaction survey that asked the nurses to do a self-assessment on themselves and a reaction to this style of testing. 

While I cannot share any results, I can say that most of the reactions have been positive, with a few negative comments about how the essay tests take longer and are harder. Both of these comments are true and done on purpose. 


This is the overall structure of the curriculum built into the learning management system, Cornerstone. 


These are all the potential Disease-based Case Studies. They only had to choose 2, but below that are the on-the-job training objects that had to be completed if any of the tests were failed. 

These are the ITEACH Case Studies to choose from. 


These are the questions in the Pain Case Study. The case study was developed by the clinical educators. I copyedited/refined the questions and built the test in the LMS test engine.


This is the Kirkpatrick Level 1 Reaction survey. I wrote the survey to measure the learner's reaction to this type of test to determine if the time spent grading was worth repeating in the future. This would be used to measure the effectiveness against the overall grades and rates of errors in the areas covered by the case studies. This began April 2, 2018 and will not have measurable data for another six months.