Resumen
El desarrollo de competencias profesionales constituye un componente esencial en la formación de estudiantes de enfermería debido a las crecientes exigencias de los sistemas de salud. El objetivo de esta revisión sistemática fue sintetizar la evidencia científica sobre las competencias profesionales, las estrategias educativas empleadas para su desarrollo y los factores que favorecen o limitan su consolidación. La revisión se realizó conforme a las directrices PRISMA 2020 mediante la búsqueda en bases de datos internacionales y la aplicación de criterios de elegibilidad previamente establecidos. Los estudios analizados evidencian que la simulación clínica, las prácticas supervisadas, la retroalimentación continua y el aprendizaje reflexivo fortalecen las competencias clínicas, comunicativas, éticas y de razonamiento crítico. Además, la calidad del entorno clínico, la mentoría docente y la identidad profesional influyen significativamente en el desarrollo competencial. Se concluye que la formación basada en competencias requiere estrategias pedagógicas integrales y contextos educativos que favorezcan un aprendizaje significativo.
Citas
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[3] M. M. Albalawi and K. A. Rezq, "Evaluating Clinical Skill Competence and Professional Behaviors in Nursing Students Following Simulation Training at the University of Tabuk," SAGE Open Nurs., vol. 10, 2024, doi: 10.1177/23779608241274194.
[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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