Healthcare Quality, Safety, and Patient Outcomes
The narration between entries paraphrases; it never reads an entry aloud before the entry plays. Every entry in this lecture plays exactly as it does on its own page — same file, same speed, nothing laid over it.
What you can do after this
- Say what a competency is, as distinct from a topic a curriculum covered
- Say why belonging and wording were asked as separate questions
- Say what the two tiers are and what changed in 2021
- Say why valuing evidence-based practice is not the same as being competent in it
- Name the three things that must happen for competencies to reach practice
What it covers
40 entries in 8 topics. Each number links to that entry on its own.
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1. Why competencies exist
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2. How the twenty-four were made
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3. The competencies themselves
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4. Levels, and using the set
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5. The three canonical errors
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6. A competency set, read
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7. Getting competencies into a career
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8. Across a career
Check yourself
What is a competency, as distinct from a topic a curriculum covered?
Something a person can do, stated so the claim can be checked. A curriculum can cover evidence-based practice thoroughly and produce nobody who does it — the competency set exists to make the difference visible.
Why were belonging and wording asked as separate questions?
Because arguing about phrasing before agreeing what belongs is how valid items get killed. The panel first agreed whether a competency belonged, then how it should be worded — and any reworded item went back for consensus, so the rewrite could not quietly change the agreement.
What are the two tiers, and what changed in 2021?
An entry-level set and an additional advanced set, with advanced practitioners expected to hold all twenty-four by completion. In 2021 the master's and doctoral distinction was replaced by a single advanced level. The entry is dated because it teaches the transition rather than a settled state.
Why is valuing evidence-based practice not the same as being competent in it?
Because they are separately measurable, and the gap between them is large. Clinicians consistently report valuing it at rates far above their reported ability to carry out its steps — which is why competence is assessed against a set rather than inferred from enthusiasm.
What three things must happen for competencies to reach practice?
Faculty acquire the expertise first, since nobody teaches what they do not hold. It is integrated into courses as content and then infused through the curriculum as a way of working. And students apply it on real questions while still students, rather than being told they will need it later.
Lecture transcript
The narration as recorded, in order. Where an entry plays, the transcript links to it rather than reprinting it — the entry plays from its own file, unaltered, and says the same thing on its own page.
Unit 9 said implementation needs competent clinicians, and unit 10 gave the machinery. This unit asks what competent actually means here, and whether anyone can check it. A competency is not a topic a curriculum covered. It is something a person can do, stated so that the claim can be tested — and the distinction matters because a course can cover evidence-based practice thoroughly and produce nobody who does it. By the end you can say what a competency is as against a topic; say why the panel was asked about belonging and wording separately; say what the two tiers are and what changed in 2021; say why valuing evidence-based practice is not competence in it; and name the three things that must happen for competencies to reach practice.
Four videos. A competency turns a belief that someone can do this into a claim that can be checked, which is the whole reason for naming them.
Why name competencies.
EBP 1501 Why Competencies at All
A competency turns a belief that someone can do this into a claim that can be checked.
The set that came first.
EBP 1502 The QSEN Competencies
Quality and Safety Education for Nurses, the competency set this one sits alongside.
Its shape.
EBP 1503 Six Practice Areas
QSEN names six areas of practice, of which evidence-based practice is one.
Where it came from.
EBP 1504 Built on the Institute of Medicine's Recommendations
It was built on national recommendations rather than assembled locally.
Six videos on the derivation. The method detail worth keeping is that belonging and wording were asked separately — arguing about phrasing first is how valid items get killed.
The set this unit is about.
EBP 1505 Twenty-Four EBP Competencies
Twenty-four competencies specific to evidence-based practice, in two tiers.
How they were arrived at.
EBP 1506 Developed by Consensus, Not Assertion
Arrived at by a consensus process rather than asserted by a committee, which is what makes them defensible.
Who was consulted.
EBP 1507 Eighty EBP Mentors
Eighty practising evidence-based practice mentors formed the panel.
The method's key feature.
EBP 1508 Two Questions, Asked Separately
Panellists were asked separately whether a competency belonged and whether it was worded well.
Why that order.
EBP 1509 Consensus First, Wording Second
Agreeing what belongs before arguing about phrasing stops wording disputes from killing valid items.
And the loop that closes it.
EBP 1510 Rewrites Go Back for Consensus
A reworded competency returns to the panel, so the rewrite does not quietly change what was agreed.
Eleven videos, one per competency. As they go past, notice that each names a unit of this course — the set is very nearly a table of contents.
The competencies begin.
EBP 1511 Competency — Asking the Question
Formulating an answerable clinical question. Unit 2's whole content, stated as a competency.
The second.
EBP 1512 Competency — Searching Systematically
Conducting a systematic search across appropriate sources.
The third.
EBP 1513 Competency — Appraising Evidence
Critically appraising what the search returns.
The fourth.
EBP 1514 Competency — Evaluation and Synthesis
Evaluating and synthesising a body rather than reading studies one at a time.
The fifth.
EBP 1515 Competency — Collecting Internal Evidence
Gathering the data your own setting produces.
The sixth.
EBP 1516 Competency — Integrating Both Kinds
Weighing external and internal evidence together in one decision.
The seventh.
EBP 1517 Competency — Evaluating Outcomes
Measuring whether the change achieved what it was meant to.
The eighth.
EBP 1518 Competency — Evidence-Based Policies and Procedures
Writing the evidence into the documents that govern practice.
The ninth.
EBP 1519 Competency — Leading Transdisciplinary Teams
Leading across professions, because the decisions are made across professions.
The tenth.
EBP 1520 Competency — Generating Evidence
Producing new evidence where none exists, which is unit 22.
The eleventh.
EBP 1521 Competency — Mentoring and Communicating
Mentoring others and communicating findings, which is how the practice propagates.
Six videos. The last is the precondition nobody states: nobody teaches a competency they do not hold, which is the problem unit 18 is built around.
What the set claims.
EBP 1522 What Competence Is Claimed to Deliver
The competencies are claimed to produce better outcomes and lower cost, which is itself a claim requiring evidence.
How it is used in practice.
EBP 1523 Self-Assessment Against the Set
Clinicians rate themselves against the set, which locates the gap rather than grading the person.
The two tiers.
EBP 1524 Entry Level and Advanced Level
One set for entry-level practice and an additional set for advanced practice.
A change with a date on it.
EBP 1525 One Advanced Level, Two Systems
As of 2021 the master's and doctoral distinction was replaced by a single advanced level. The entry teaches the transition rather than a current state.
What is expected of a graduate.
EBP 1526 All Twenty-Four by Completion
Advanced practitioners are expected to hold all twenty-four by completion.
The precondition nobody states.
EBP 1527 Faculty Have to Hold It First
Nobody teaches a competency they do not hold, which is unit 18's whole problem.
Three videos. The second is the one with data behind it — valuing evidence-based practice and being able to do it are different, and the gap has been measured.
The first error.
EBP 1528 Misconception: A Competency Is a Topic Covered
A competency is something a person can do, not something a curriculum mentioned.
The second, and the important one.
EBP 1529 Misconception: Believing in EBP Is Competence
Valuing evidence-based practice and being able to do it are different, and the gap between them is measurable.
The third.
EBP 1530 Misconception: The Advanced Set Replaces the Core
The advanced set is additional. An advanced practitioner holds the entry competencies too.
One procedure reading a set for what it claims and what holding it would require.
The first strand assembled.
EBP 1531 Reading a Competency Set
One competency set read for what it claims, how it was derived, and what holding it would require.
Eight videos, and this strand exists because an objectives sweep found the unit short of its chapter's third objective. Watch students as brokers — it makes students agents rather than recipients.
The second strand opens.
EBP 1541 Three Things Must Happen
For competencies to reach practice, three things must happen — and this strand is the third objective of the chapter.
The first.
EBP 1542 Faculty Acquire the Expertise
Faculty acquire the expertise before it can be taught, which is a resourcing question rather than a willingness one.
The second, and the distinction.
EBP 1543 Integrated, Then Infused
First integrated into courses as content, then infused through the curriculum as a way of working.
The third.
EBP 1544 Students Apply It as Students
Students use it on real questions while still students, rather than being told they will need it later.
An unexpected consequence.
EBP 1545 Students as Brokers of New Ideas
Students on placement carry current practice into settings that have not met it, which makes them agents rather than recipients.
The framing that holds it together.
EBP 1546 A Way of Thinking, Not a Task
Evidence-based practice taught as a disposition rather than a procedure to complete.
What graduates do.
EBP 1547 Graduates Integrate and Recruit
Graduates carry it into practice and bring others with them.
The other half of it.
EBP 1548 Leaders Route Data to the Frontline
Leaders send outcome data to the people who can act on it, which is what makes the competencies usable.
One procedure following the competencies from a first placement to a leader routing data back.
The second strand assembled.
EBP 1549 Carrying the Competencies Across a Career
The competencies followed from a student's first placement to a leader routing data back to the frontline.
That is competence, named and checked. Against the outcomes. A competency is something a person can do, not something a curriculum mentioned. That is why the set exists — it turns a belief that someone can do this into a claim you could test. Belonging and wording were asked separately, and in that order, because arguing about phrasing before agreeing what belongs is how valid items get killed. A reworded competency went back to the panel, so the rewrite could not quietly change what was agreed. Two tiers: entry level and advanced. As of 2021 the master's and doctoral distinction was replaced by a single advanced level, and the course teaches that transition rather than presenting it as a settled current state. Valuing evidence-based practice and being able to do it are different things, and the gap between them has been measured — which is the finding units 16 and 19 return to. And three things must happen for any of this to reach practice: faculty acquire the expertise first, it is integrated then infused through the curriculum, and students apply it as students rather than being told they will need it later. Unit 12 turns to the leaders who decide whether any of this is possible.
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