Abstract
The development of professional competencies is an essential component in the education of nursing students due to the growing demands of health systems. The objective of this systematic review was to synthesize the scientific evidence on professional competencies, the educational strategies used for their development, and the factors that favor or limit their consolidation. The review was conducted according to the PRISMA 2020 guidelines through searches in international databases and the application of previously established eligibility criteria. The studies analyzed show that clinical simulation, supervised practice, continuous feedback, and reflective learning strengthen clinical, communicative, ethical, and critical reasoning competencies. In addition, the quality of the clinical environment, teacher mentoring, and professional identity significantly influence competency development. It is concluded that competency-based education requires comprehensive pedagogical strategies and educational contexts that promote meaningful learning.
References
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[4] S. I. Ali and M. Shaban, "Beyond the bedside: Exploring the impact of simulation and performance-based learning on nursing students' competence in geriatric care," Nurse Educ. Today, vol. 156, Art. no. 106887, 2025, doi: 10.1016/j.nedt.2025.106887.
[5] S. M. Amin et al., "Shaping competence through identity: The mediating role of professional identity in the relationship between clinical learning environment and nursing competence among nursing students," Nurse Educ. Today, vol. 157, Art. no. 106905, 2025, doi: 10.1016/j.nedt.2025.106905.
[6] G. Yang and X. Zang, "Development of the professional competence and professional self-concept of undergraduate nursing students during the clinical practice period: A cross-lagged panel analysis," Nurse Educ. Pract., vol. 63, Art. no. 103360, 2022, doi: 10.1016/j.nepr.2022.103360.
[7] S. Lundell, M. Westerbotn, T. Sormunen, M. Scheja, and H. Lachmann, "Undergraduate nursing students' experiences of becoming a professional nurse: A longitudinal study," BMC Nurs., vol. 21, no. 1, p. 219, 2022, doi: 10.1186/s12912-022-01002-0.
[8] N. Berduzco-Torres, P. Medina, M. San-Martín, R. C. Delgado Bolton, and L. Vivanco, "Non-academic factors influencing the development of empathy in undergraduate nursing students: A cross-sectional study," BMC Nurs., vol. 20, no. 1, p. 245, 2021, doi: 10.1186/s12912-021-00773-2.
[9] S. Kajander-Unkuri et al., "The level of competence of graduating nursing students in 10 European countries—Comparison between countries," Nurs. Open, vol. 8, no. 3, pp. 1048-1062, 2021, doi: 10.1002/nop2.712.
[10] İ. Köse, "Professional Readiness Perceptions and Causes of Professional Concerns of Senior Nursing Students: A Descriptive and Cross-Sectional Study in Turkey," Teach. Learn. Nurs., vol. 19, no. 4, pp. 385-389, 2024, doi: 10.1016/j.teln.2024.06.015.
[11] T. Naguszewski, R. Logan, and A. Woods, "Implementing Entrustable Professional Activities in a pre-licensure nursing program to facilitate competency-based education," Teach. Learn. Nurs., vol. 19, no. 4, pp. e729-e733, 2024, doi: 10.1016/j.teln.2024.07.009.
[12] A. O. V. da Silva, C. M. C. B. Pinto, and R. M. Vieira, "Mobile devices for developing nursing students' professional skills: Scoping review," Rev. Latino-Am. Enfermagem, vol. 32, 2024, doi: 10.1590/1518-8345.7383.4371.
[13] S. Armijo-Rivera et al., "Advancing the assessment of clinical competence in Latin America: A scoping review of OSCE implementation and challenges in resource-limited settings," BMC Med. Educ., vol. 25, no. 1, 2025, doi: 10.1186/s12909-025-07151-5.
[14] T. Bagheri, Y. Adelmanesh, A. Alizadeh, S. S. Meymand, A. Amiri, and S. Khaki, "The effect of combined training program on clinical competence and professional commitment of perioperative nursing students in laparoscopic surgery: A quasi-experimental study," BMC Med. Educ., vol. 25, no. 1, p. 817, 2025, doi: 10.1186/s12909-025-07400-7.
[15] H. Xu, C. Dong, Y. Lv, and L. Yu, "Determining core components of clinical competency for the students of master of nursing specialists: A descriptive qualitative study," BMC Med. Educ., vol. 25, no. 1, p. 431, 2025, doi: 10.1186/s12909-025-06974-6.
[16] S. Jamaludin, D. Ilias, M. S. Nurumal, M. K. Che Hasan, K. W. Kyu, and H. Ariyanto, "The Readiness of Final-Year Nursing Students' Clinical Competency and Intention to Work in Clinical Setting: A Systematic Review," Int. J. Care Scholars, vol. 8, no. 2, pp. 161-196, 2025, doi: 10.31436/ijcs.v8i2.454.
[17] E. Prendi et al., "Measuring professional competencies of registered nurses and nursing students: A cross-sectional comparative study," Acta Biomed., vol. 93, no. 4, Art. no. e2022282, 2022, doi: 10.23750/abm.v93i4.13332.
[18] M. Prosen and S. Ličen, "Newly graduated nurses' perceptions of their professional role and professional competency: A qualitative focus group study," BMC Med. Educ., vol. 23, no. 1, 2023, doi: 10.1186/s12909-023-04747-7.
[19] M. Notsu et al., "Nursing students' self-assessed level of nursing skills at the time of graduation in a Japanese University: A retrospective observational study," Asia-Pac. J. Oncol. Nurs., vol. 11, no. 4, Art. no. 100400, 2024, doi: 10.1016/j.apjon.2024.100400.
[20] M. Brodowicz-Król, M. Kaczoruk, P. Kaczor-Szkodny, and D. Zarzycka, "Development and Assessment of Professional Competences among Polish Nursing Students during a 3-Year Education Cycle Trying," Int. J. Environ. Res. Public Health, vol. 19, no. 12, Art. no. 7192, 2022, doi: 10.3390/ijerph19127192.
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