https://dx.doi.org/10.1016/j.profnurs.2026.08.015">
 

Reducing redundancy in competency-based education for nursing: A Delphi study of the national nurse practitioner documents

Abstract

This study aimed to reduce redundancy across national nurse practitioner (NP) competency documents while preserving their intent and supporting competency-based education (CBE) implementation. A Delphi methodology was used to achieve expert consensus among NP educators regarding overlap within the American Association of Colleges of Nursing (AACN) Essentials (2021, 2026) Level 2 sub-competencies and the National Organization of Nurse Practitioner Faculties (NONPF) Role Competencies (2022). Across four iterative rounds, experts evaluated, refined, and aligned competency statements.   The initial 305 sub-competencies were reduced to 92, with consensus achieved for both content and domain placement. Findings revealed substantial redundancy within and across documents, as well as challenges in conceptual alignment among domains. Despite significant reduction, essential concepts required for advanced NP practice were preserved.   Results support that simplifying competency frameworks enhances clarity, feasibility, and alignment of curriculum and assessment without compromising rigor. A streamlined competency structure may improve implementation of CBE.   Recommendations include adoption of the refined 92 competencies, simplification of the competency framework, and domain clarification. These findings inform national efforts to optimize NP education and support practice-ready graduates.

Department

Nursing

Publication Date

8-24-2026

Publication Title

Journal of Professional Nursing

Publisher

Elsevier

Digital Object Identifier (DOI)

https://dx.doi.org/10.1016/j.profnurs.2026.08.015

Rights

© 2026 Elsevier Inc. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

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