2024 CALL FOR ABSTRACTS

NLN Education Summit, 

Sept. 18-20, 2024

San Antonio, TX

"A Daring Proposition:

Competency-Based Education"

NLN Education Summit, Sept. 18-20, 2024, in San Antonio, TX

"A Daring Proposition: Competency-Based Education"


The complexity of our ever-changing world creates increasing challenges. With growing workforce demands, nursing burnout and shortages, the acknowledgement of structural racism, inequities in care delivery, and digital transformation this is certainly true for the world of healthcare. As nurse educators, we must prepare our students to think, reason, and navigate their way through the realities of practice. A one-size-fits all method of content delivery does not foster equity or recognize flexibility in learning styles.


It is time that we shift from a focus on the nurse educator’s delivery of content to a focus on the ability of learners to demonstrate their competence. Competency-based education concentrates specifically on the learner's ability to analyze, formulate relevant actions, and perform them with confidence (Bouchrika, 2021). Nursing must be at the forefront to do something bold and different to prepare nursing graduates who can meet the realities of practice in a complex, challenging, and ever-changing world. This Summit is an invitation to collectively explore. examine, and embrace the transformation in nursing education to competency-based education.

OVERVIEW


The NLN Education Summit focuses on innovation and excellence in nursing education by addressing teaching and learning across the curriculum. Program offerings will address nurse educator development at different phases of their careers  —  from novice to expert. Under each track, abstracts should reflect one of two learning levels:


Basics:  How-to sessions designed for educators who w ant to improve their teaching skills, integrate innovative methodologies, and/or investigate create opportunities for clinical learning.  


Beyond Basics: How-to sessions designed for educators who want to explore theoretical applications that advance the science and practice of nursing education. 

OBJECTIVES

Discuss

the impact of a competency-based model of nursing education on outcomes for students, faculty, practice partners, patients, families, communities, and populations.



Engage

with nurse educators as leaders to dialogue about developing faculty expertise, creating a change management plan, and identifying expert resources to guide the implementation of competency-based education.


Co-create

a shared vision of competency-based education for the preparation of practice-ready nurses that shifts the educational focus from inputs (curriculum, learning objectives, content, syllabi) to outcomes (assessments, evaluations, and performance).

TRACKS


  • Assessment and Evaluation

    Assessment and Evaluation of student learning focuses on measuring performance, providing feedback to direct future performance, and documenting a level of attainment. 


    • Formative assessment (classroom and clinical) 
    • Summative evaluation (classroom and clinical) 
  • Building Capacity for Nursing Education and Practice Workforce

    Building Capacity for Nursing Education and Practice Workforce highlights nurse educator initiatives that address the resources and/or professional development necessary at the system level to build and sustain the nurse education/practice workforce. Examples of initiatives may include but are not limited to transition to practice, mentoring, faculty and/or practice workforce development, and academic

    practice partnerships.

    • Professional identity of the nurse educator
    • Mentoring/coaching
    • Academic-practice partnerships
    • Transition to practice
    • Models of interprofessional education
  • Competency-Based Education

    Competency-Based Education focuses on innovative models and evidence-based strategies for the integration, assessment, and evaluation of competency-based education. It includes the planning, design, and process of implementing competencybased education as well as the time, cost, and challenges. 

    • Curriculum Integration
    • Competency-Based Education Models
    • Assessment and Evaluation 
  • Diversity, Inclusion, Equity and Structural Racism

    Diversity, Equity, Inclusion, and Structural Racism refers to initiatives or topics embraced by various identities, influenced by the intersection of race, ethnicity, gender identity, sexual orientation, socio-economic status, age, and disabilities that 1)

    demonstrate a culture of inclusive excellence and equitable treatment, 2) address structural racism as a root cause of inequities, and/or 3) act toward breaking down barriers of structural racism in nursing education.

    • Diversity, equity, inclusion, and belonging
    • Structural Racism
    • Structural Competency 
  • Facilitate Active Learning

    Facilitate Active Learning which promotes contemporary and evidencebased teaching and learning strategies that advance the art and science of teaching. Emphasis is placed on teaching innovations supported by the evidence generated by various disciplines (i.e., education, neuroscience, sociology, psychology) and integrated across lab, clinical, and classroom environments.

    • Science of teaching
    • Verified competence
    • Developing faculty expertise
  • Climate Change and Health and Decarbonization

    Climate Change and Health and Decarbonization address innovative education and health initiatives and curricula that include disaster planning and preparation and climate mitigation, adaptation, and resilience strategies in the context of health equity locally, regionally, and globally. This includes acknowledging environmental stewardship as it relates to promoting healthy communities. 


    • Advancing the Knowledge
    • Inequitable impacts on people, families, communities, and populations
    • Teaching and Learning Strategies, Curricular Integration
    • Community Partnerships, Advocacy and Policy Implications 
  • Leadership

    Leadership focuses on addressing issues across all levels of organizational systems and integrating strategies at both the micro-and macro levels to impact changes in academic institutions and practice settings.

    • Nurse educator as leader
    • Nurse educator leadership development
    • Leading organizational systems and curricular change
  • Social Determinants of Health and Social Change

    Social Determinants of Health and Social Change focuses on the nurse educator’s role in addressing the social, environmental, economic, and broader policy influences that impact health, health care delivery, and health outcomes. Also included are the social determinants of education which include social, structural, and environmental factors that may impact a student’s learning and educational attainment.

    • Social and structural determinants of health
    • Social and structural determinants of education
    • Inclusive learning environments
  • Teaching with Technology

    Teaching with Technology includes teaching and learning strategies that are enhanced with the use of technology. Emphasis is placed on the use of telehealth, simulation, virtual sim, virtual reality, artificial intelligence/gaming, and E-Learning

    technologies.

    • Telehealth
    • E-learning
    • Simulation
    • Artificial Intelligence

  WHY SUBMIT AN NLN SUMMIT ABSTRACT?

Submitting an NLN Summit abstract will give you the opportunity to share your knowledge, ideas, and innovative evidence-based teaching methodologies with other forward-thinking nurse educators. Presenting at the Summit is the perfect way for you to:

 

  • Demonstrate your commitment to nursing excellence 
  • Establish yourself a subject matter expert and thought leader
  • Network and forge future collaborations with nursing experts
  • Meet your renewal requirements to maintain CNE certification
  • Show evidence of scholarship

 

EVALUATION CRITERIA

  • Abstract submissions should reflect the conference theme, objectives, and appropriate tracks.
  • The focus of abstracts should be on the application of evidence and knowledge that exhibit excellence in teaching practice. 
  • Submissions will be evaluated on relevance; timely, significant contributions to teaching practice and/or academia; innovation; and recommendations for teaching, research, or practice.
  • Active learning teaching strategies should be demonstrated in the session.   

We encourage you to log in and start your abstract application ahead of the deadline. Without exception, we will not accept any submissions after December 7, 11:59 p.m. EST. By starting early, you'll avoid last-minute technical errors and increase your chance of acceptance.


The NLN will be available to assist with any questions or login issues between the hours of 8 a.m. and 4 p.m. EST until December 7.


For assistance, email events@nln.org.

If you used the previous system -  FluidReview - to make a submission, your username (or email address) and password will remain the same.

Share by: