Pietsch Jonas, Maaz Asja, Kottner Jan
Charité - Universitätsmedizin Berlin, Berlin, Germany.
Charité - Universitätsmedizin Berlin, Berlin, Germany
BMJ Open. 2025 May 30;15(5):e094609. doi: 10.1136/bmjopen-2024-094609.
Entrustable professional activities (EPAs) have been used in undergraduate and graduate medical education and in other health professions for a long time. They are regarded as a suitable way for bridging the gap between competency-based education and actual work tasks in the workplace. In nursing education, EPA development started later, and it is unclear which EPAs have been developed and implemented yet. This scoping review aims to identify which EPAs have been developed in nursing education, which of these have even been implemented and what the empirical evidence supports any effects of implementation.
Scoping review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews.
MEDLINE and EMBASE via OVID, CINAHL and ERIC via EBSCOhost were searched for the period 1 January 1995 to 31 December 2023.
Publication period from the first mention of EPAs in 1995 to 2023, no language restrictions, all types of literature if they had a clear mention of EPAs, all academic nursing education fields, EPAs had to be mentioned in the title or abstract.
Screening was conducted in a two-stage process with two authors. 13 suitable articles were included which describe either the development, implementation or assessment of EPAs.
Results indicated that EPAs have been developed in 16 areas of nursing education, including special areas such as palliative care or emergency/intensive care. The activities health status assessment, care measures, leadership/management, diagnoses, care plans and protocols, emergency care measures and participation in diagnostics and/or therapy were described most often. In 4 out of 13 cases, EPAs were implemented. Described evidence indicated that the use of EPAs improved critical thinking, promoted flexibility in teaching and led to a mindset change.
EPAs are increasingly developed and implemented in nursing education. There seem to be overlaps between EPAs mainly covering the steps of the nursing care process.
可托付专业活动（EPAs）长期以来一直应用于本科和研究生医学教育以及其他卫生专业。它们被视为弥合基于能力的教育与工作场所实际工作任务之间差距的合适方式。在护理教育中，EPA的发展起步较晚，目前尚不清楚哪些EPA已被开发和实施。本范围综述旨在确定护理教育中已开发出哪些EPA，其中哪些已得到实施，以及有哪些实证证据支持实施的任何效果。
采用系统评价和Meta分析的首选报告项目扩展版进行范围综述。
通过OVID检索MEDLINE和EMBASE，通过EBSCOhost检索CINAHL和ERIC，检索时间为1995年1月1日至2023年12月31日。
1995年首次提及EPA至2023年的发表期，无语言限制，所有类型的文献，只要明确提及EPA，所有学术护理教育领域，EPA必须在标题或摘要中提及。
由两位作者分两阶段进行筛选。纳入了13篇合适的文章，这些文章描述了EPA的开发、实施或评估。
结果表明，EPA已在护理教育的16个领域得到开发，包括姑息治疗或急诊/重症监护等特殊领域。健康状况评估、护理措施、领导/管理、诊断、护理计划和方案、急救措施以及参与诊断和/或治疗等活动被提及的频率最高。在13个案例中有4个实施了EPA。所描述的证据表明，使用EPA提高了批判性思维，促进了教学灵活性，并导致了思维方式的改变。
EPA在护理教育中越来越多地得到开发和实施。主要涵盖护理过程步骤的EPA之间似乎存在重叠。
