Abstract
Objective: To recognize in the scientific literature on nursing education the predominant curricular elements in the processes of incorporation of the clinical competencies approach in nursing education. Competency-based education in the health field does not escape the tensions generated by the transition from the traditional educational model to competency-based education. Method: to understand this phenomenon, ten databases were systematically searched. Two reviewers, separately, critically evaluated the data extraction according to the Joanna Briggs Institute guidelines for review of reviews. Results: nine reviews published between 2014 and 2024 were selected and analyzed from the approach constructive alignment on the following elements: the concept of clinical competencies and their typologies, the use of simulation as a strategy for teaching clinical competencies in nursing, and clinical competency assessment methodologies and instruments. Conclusions: The review shows divergent interpretations on the concept of clinical competencies in nursing, dual opinions on simulation as a teaching strategy, and fragmented assessment strategies. This evidences the need to specifically train teachers in competency-based education to ensure an implementation aligned with the proposed learning outcomes.
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