If arguing that competency based assessment falls short of "Completing assignments", then the concept of assessing skills, knowledge and ability has been missed. Traditional methods of attaining credits or "Carnegie units" was never designed to assess student learning, this was a means to measure faculty workload (Bidwell, 2015). Time based education is completely opposite of competency based learning, where focus is on proving a mastery of required competencies rather than movement through time spent. In 2013 the U.S. Department of Education endorsed competency-based education, which can be quantified through the completion of papers, projects, examinations, presentations, in lieu of credit hours per 34 CFR 668.10 (U.S. Dept. of Education, 2013). Nursing requires a graduate be able to competently care for a patient, and as such the NCLEX sets the base standard for entry into nursing practice. There are many skills which are not tested by the NCLEX examination, but are required for a nurse to practice competently. Utilization of a system of learning that ensures these required skills have been mastered prior to taking a written exam is safer for patients and provides a strong foundation to build one's nursing practice over time.

Geoff Shertzer

Bidwell, A. (2015) The Carnegie Unit Under Scrutiny. U.S. News and World Reports, January 29, 2015. Retrieved from http://www.usnews.com/news/college-of-tomorrow/articles/2015/01/29/ report-removing-the-credit-hour-would-impede-college-efficiency.

https://ifap.ed.gov/dpcletters/GEN1310.html

I don't think that a new learning theory or assessment of learning styles will solve the problems that you relate to the diverse nature of nursing classrooms today. Focusing on the competency of each nursing student is a means to allow individuals to progress based on prior experience and comprehension of material. Dr. Patricia Benner proposed in her book "From Novice to Expert: Excellence and Power in Clinical Nursing Practice" that one could gain knowledge and skills ("knowing how") without ever learning the theory ("knowing that"). The Dreyfus model of skill acquisition is the basis of Dr. Benner's theory where learning is experimental (learning through experience), in addition to being situation based requiring that students pass through distinct phases of learning from novice to expert (Benner, 1982). Nursing students are likely not all in the same stage of learning given the background and age differences. Assessment of student competency during the process of nursing mastery has proved to be an effective means of validating learning and can be used to determine advancement within a program structure. The University of Colorado School of Nursing has shown success in utilizing a competency based education model for both undergraduate and graduate students. Demonstration of competency can advance a student to the next level of learning, conversely failure highlights a weakness that needs to be reinforced prior to moving on (Redman, 1999). As noted in your argument, "it is important that they (students) realize their strengths and what works well for them academically. Failure to comprehend the material can highlight the need for alternate teaching methods for that particular student, however it is not practical to cater to each student's learning preference initially. Competency based education aims to prepare students for the workplace and the link between classroom and clinical settings is important. While this may be a practice change for nursing programs, it does not require a new learning theory to be effective as learning incorporates existing theories into the curriculum.

Geoffry Shertzer

Benner, P. (1982). From novice to expert.American Journal of Nursing, 82(3), 402-407

Redman, R., Lenburg, C., & Hinton-Walker, P. (1999, September). Competency assessment: Methods for development and implementation in nursing education. The Online Journal of Issues in Nursing, 4(2). Retrieved from http://www.nursingworld.org/nursingcompetencies

Do we need a new learning theory to effectively teach in nursing?

No new learning theory is needed to effectively teach in nursing. Research has identified key principles that form the basis for Jensen’s brain-based education. Core principles as defined by Jensen that embody current nursing education both clinical and didactic include “The brain is social and develops better in concert with other brains.”, and “Learning engages the whole body; thus all learning is mind-body in nature.” (Cannon, 2016). A further review of all core principles of this brain-based learning theory reveals that nursing theorists including Skinner, Gagne, and Rogers were” all correct-to some extent” (Cannon, 2016). If we take this research and apply it to other nursing theories, one is likely to find each fits within the parameters of brain-based learning theory. The social nature of nursing education where students interact with others and provide hands-on care, gives students the opportunity to learn in a manner identified by Neuroscientists as the best for processing and retention of information. This evidence-based information should be considered a best practice and preclude the need for additional learning theories.

Does the assessment of learning styles enhance clinical or academic education?

The answer to this question is a resounding no! Dr. Marshik states in her TedX presentation, there is no credible evidence that supports the efficacy of different teaching styles. In testing individuals utilizing both auditory and visual strategies, learning was found to be the same despite the differing presentation. As stated by Dr. Marshik in the TedX video, confirmation bias on the part of the learner, who wants to be right, creates a tendency to seek out information that supports their position. The idea of differing learning styles is entrenched in today’s educational culture and many students have previously been labeled as having a particular learning style. Despite the potential bias student’s may feel, educators must rely on evidence to drive their teaching. In this instance, the evidence shown by Dr. Marshik is that learning styles don’t exist, attempts at assessment of learning styles is therefore an exercise in futility and would not enhance clinical or academic education.

Geoff Shertzer

Cannon, S., Boswell, C. (2016) Evidence-Based Teaching in Nursing. Jones and Bartlett. Pp. 66-67.