Incorporating Competencies into ANCC Nursing Continuing Professional Development Educational Activities

Abstract

Integrating competencies into American Nurses Credentialing Center Nursing Continuing Professional Development (NCPD) educational activities is an intentional process in designing accredited NCPD to advance nursing practice and ensure high-quality professional development. This column examines the evolving concepts of competence and competency in nursing, highlighting their distinct roles. [J Contin Educ Nurs. 2025;56(6):213–216.]

Regulatory agencies play a crucial role in setting minimal standards for nursing practice, but the responsibility for ensuring nurses' competence extends beyond them. Employers are key players in this process, creating environments that foster competence attainment. They provide resources, support, and opportunities for nurses to demonstrate and maintain their competence throughout their careers. This includes continuous training, access to the latest technologies, and a culture of learning and development. Employers also assess and validate nurses' competence, ensuring they can deliver high-quality care. The collective responsibility of the nursing profession, individual nurses, professional organizations, credentialing bodies, certification agencies, employers, and other key stakeholders is to guarantee the ongoing competence of nurses. This responsibility is dynamic, as competence must evolve in response to changes in practice standards, technological advancements, and societal expectations. This emphasis on the role of employers in fostering competence creates a sense of support and value among nurses, the target audience for learning experiences. Competence in nursing is not a static concept. It is dynamic and continually evolving. The profession continually defines and redefines itself, informed by best practices, evidence-based guidelines, and the broader educational ecosystem that influences health care. This ongoing reflection and adaptation within the profession guides, shapes, and redefines the meaning of competence in nursing, establishing clear benchmarks for practice that align with emerging trends and innovations. This dynamic process ensures that competence remains relevant and effective in the ever-changing health care landscape, inviting all nursing professionals to be part of this exciting evolution. By stressing the dynamic nature of competence, the nurses, as learners, will feel engaged and part of an exciting evolution.

Distinguishing Between Competence and Competency in Nursing

The terms competence and competency are often used interchangeably, but they have distinct meanings that are essential to understand in nursing practice. Competence refers to the inherent ability or potential to perform a task successfully or efficiently. It is the foundational level of knowledge, skills, and abilities required for nurses to perform specific functions within the practice environment. This includes the capacity to handle clinical situations and apply best practices in a given context. Competency, on the other hand, is a broader, more nuanced concept. It encompasses the technical skills and knowledge necessary to perform a task and the attitudes, behaviors, and professional judgments contributing to effective and ethical nursing practice. Understanding this distinction is crucial for professional development as it guides nurses and their employers in identifying areas for improvement or further training. According to Wong (²⁰²⁰), competency represents a holistic view of nursing practice, integrating cognitive, psychomotor, and affective domains, making it a more comprehensive and contextual measure of professional capacity.

The American Nurses Association (ANA) defines competency as the expected and measurable level of nursing performance grounded in scientific knowledge and the professional expectations for nursing practice (^{ANA, 2015}). The ANA plays a significant role in setting and maintaining these standards, ensuring that nurses are held to the highest performance expectations. Currently, the American Nurses Credentialing Center (ANCC) Accreditation in Nursing Continuing Professional Development (NCPD) program defines competence as “the potential ability to function in a given situation” (^{ANCC, 2021}, p. 6). Competency in academia is further defined as “the ability to apply knowledge, skills, and/or abilities, including intellectual behaviors that are required to meet performance metrics and outcomes” (^{Bushway et al., 2018}, p. 1).

However, competency is not merely theoretical but is demonstrated through actual performance in clinical settings or the nurses' practice, emphasizing the integration of knowledge, skills, abilities, and judgment within specific practice environments. This enables competency to be assessed in real time with clear, objective, and measurable outcomes. Within its new accreditation standards, the ANCC NCPD Accreditation™ program will be defining competence as “the foundational abilities required for nursing practice in a given context” and competency as “the ability to apply knowledge, skills, and/or abilities, including intellectual behaviors that are required to meet performance and outcomes in professional nursing practice in a given context,” derived from the work of Bushway et al. (²⁰¹⁸, p. 1). These definitions support the ANCC NCPD Accreditation™ educational design process that focuses on aligning educational activities with the current and emerging needs of the profession through the selection of identified competencies. This pedagogical framework ensures that educational activities are intentionally designed, grounded in measurable outcomes, and tailored to the contextual needs of learners and practice settings (^{ANCC, in press}).

Using Competency Statements to Guide Performance

Competency statements articulate the expected performance levels in nursing, serving as a vital tool for guiding the profession. These statements reflect integrating knowledge, skills, abilities, and judgment, providing a clear and objective framework for evaluating nursing performance. In 2021, ANCC stressed that competency statements must be transparent, measurable, and evidence-based, with clear pathways for mastery (^{ANCC, 2021}). In clinical settings, these competencies should be both overarching and individualized, recognizing that nurses at different stages of their careers and in different practice contexts may demonstrate varied competencies.

Importantly, competence is not a one-time achievement. It must be maintained, nurtured, and enhanced through continuous learning and professional development. Competent nurses exhibit consistent performance, regardless of environmental or situational factors. Although external forces may influence performance, these factors do not diminish true competence. Rather, competence can be enhanced and expanded through real-time learning and upskilling, ensuring that nurses meet the evolving patient care demands. This emphasis on continuous learning highlights the dynamic nature of competence and inspires all nursing professionals to stay committed to their professional development, fostering a sense of purpose and commitment.

Moving from Self-Reporting to Competency-Based Assessment

The shift from self-reporting to competency assessments is a significant step in academic nursing education and professional development. Traditionally, nurses may have self-assessed their competence, but this approach is being increasingly rejected in favor of more rigorous, validated assessments. This shift is occurring because self-reported competence lacks objectivity and provides insufficient evidence of actual performance. Instead, competency must be measured through qualitative and quantitative methods and validated through direct observation, assessments, and real-world performance metrics. This shift aligns with the growing recognition that true competence is evidenced through self-perception and demonstrable and consistent performance within the clinical setting. By moving toward more objective assessments, the nursing profession can ensure that competence is accurately measured and that nurses are held to the highest performance standards, reassuring the audience about the profession's commitment to high standards.

Evolution of the Nursing Continuing Professional Development Accreditation™ Criteria

As the nursing profession continues to evolve, so must the standards by which competence is assessed. All learning, regardless of the environment in which it occurs, is valuable, but the real-time application of knowledge and skills ultimately defines competent practice. This evolution reflects a broader understanding of competence as dynamic, multidimensional, and contextual. Competence is not a fixed quality but a developmental process that involves the ongoing integration of new knowledge, the sharpening of skills, and the cultivation of professional judgment and behavior.

In the NCPD Accreditation™ educational design process accreditation criteria, selecting competencies is a thoughtful and deliberate process that ensures that ANCC Accredited NCPD™ educational offerings align with the current needs of the nursing profession and the specific demands of health care environments. It starts with understanding the program's overarching goals, such as improving patient outcomes, advancing nursing practice, or enhancing care delivery. From there, it is important to identify the competencies most relevant to those goals. This often involves consulting with key stakeholders, such as nurse leaders, educators, clinical experts, and nurses themselves, to determine which competencies are most critical at that moment.

Competencies in ANCC Accredited NCPD™

The NCPD Accreditation™ process plays a key role in this work by setting standards that ensure competencies are thoughtfully chosen, clearly defined, and aligned with the profession's real needs. From planning to delivery and evaluation, ANCC Accredited NCPD™ must remain learner-centered, grounded in evidence, and responsive to nurses' daily realities.

Competencies in ANCC Accredited NCPD™ are chosen by first considering the scope of practice within the nursing role and the skills necessary for nurses to perform effectively. For example, competencies may focus on clinical skills, such as assessment or patient management, and nonclinical skills, including communication, leadership, and ethical decision-making. It is also essential to consider any recent changes in health care policies, technology, or patient needs. As the health care landscape evolves, so do the competencies required to meet new challenges, making it important to stay current.

Determining validated competencies that address the professional practice gap is a pivotal early step in designing accredited education. Competencies are the overarching focus for educational activity, offering a clear sense of purpose. Early identification of these competencies ensures that every aspect of planning and instructional strategy aligns to deliver the intended education (^{Roy & Graebe, 2025}).

After competencies are established, the focus shifts to defining measurable outcomes, selecting suitable methods for assessment, and identifying strategies to engage the learner actively in the education. By incorporating this tailored approach, the learning experience becomes more effective, addressing the unique needs of the learners and fostering meaningful professional growth that aligns with the nurse's practice (^{Roy & Graebe, 2025}).

Further, when designing an ANCC Accredited NCPD™ that aims to demonstrate impact or change in knowledge, skill, and/or practice, it is crucial to ensure that competencies and the aligned learning outcomes are measurable and achievable. In addition, competencies and expected levels of competence or mastery must be clearly defined so that nurses can effectively assess their progress. Accredited providers should consider being transparent about how these competencies are relevant and can be applied in practice. For example, providers may break down the expected competencies into smaller, more manageable skills or behaviors that can be applied in real-world settings, such as patient interactions or team collaboration. By making the competencies actionable, nurses can better relate to them and recognize the impact on their practice.

The process also involves considering the different learning styles and stages of professional development among nurses. Competencies should be tailored to different experience levels—what a new nurse needs to learn may differ from the competencies expected of a more seasoned professional. Incorporating a variety of educational approaches, such as simulations, case studies, or peer discussions, can help accommodate diverse learning preferences and foster deeper understanding.

By identifying competencies first, educators can clearly define what learners need to know, show, and be able to do by the end of a course or program (^{ANCC, 2021}). This clarity helps in setting precise learning outcomes. Backward design ensures that the learning activities, assessments, and activity curriculum are aligned with the desired competencies. This alignment ensures that learners are adequately prepared to demonstrate mastery.

Ultimately, selecting competencies for ANCC Accredited NCPD™ is about ensuring that educational content is relevant, practical, and forward-thinking so that nurses not only maintain their competence but also feel empowered to grow in their careers and respond effectively to the changing needs of their patients and health care systems.

Conclusion

Competence is not just a checkbox but the foundation of professional integrity, patient trust, and high-quality care. As the expectations placed on nurses continue to evolve, so must the systems that support, hold accountable, and drive innovation in practice. The ANCC NCPD Accreditation™ criteria underscore appropriate competency-based approaches to learning that focus on identifying competencies in backward educational design, ensuring that the educational process is purposeful, learner-centered, and geared toward fostering meaningful learning experiences.

References

American Nurses Association. (2015). Nursing: Scope and standards of practice(3rd ed.).

American Nurses Credentialing Center. (2021). Awarding credit for outcome-based professional development: Outcome-based CE© model manual.

American Nurses Credentialing Center.(in press). ANCC NCPD Accreditation™ accredited provider policy and operations manual.

Bushway, D. J., Dodge, L., & Long, C. S. (2018).Aleader's guide to competency-based education: From inception to implementation. Routledge.

Roy, J., & Graebe, J. (2025). The American Nurses Credentialing Center's outcome-based continuing education model: Competency-based education methodology in accredited nursing continuing professional development. Practice Innovations. Advance online publication. 10.1037/pri0000275

Wong, S.-C. (2020). Competency definitions, development, and assessment:Abrief review. International Journal of Academic Research in Progressive Education and Development, 9(3), 95–114.