Document Type : Review Article
Author
Department of Nursing, Ferdows Branch, Islamic Azad University, Ferdows, Iran
Abstract
Introduction: The terms "competence" and "competency" are widely used in nursing and health professions education, yet they are often applied interchangeably, leading to conceptual ambiguity. Clarifying the distinction between these concepts is essential for curriculum design, assessment, and research rigor.
Methods: In this narrative review, Persian and English keywords including competency, clinical competence, clinical competency, and competence were searched—individually and in combination—in databases such as Google Scholar, PubMed, SID, ScienceDirect, PsycINFO, and Magiran, (2010-2024). The search led to the extraction of 183 publications. The retrieved studies were analyzed through a narrative synthesis and conceptual comparative analysis approach. After screening, 35 studies defining/evaluating the concepts of competence and competency were analyzed via narrative synthesis and conceptual comparison.
Results: Three dominant approaches to qualification were identified: (1) functional (task-oriented), (2) behavioral (person-oriented), and (3) holistic approaches. Competence was predominantly associated with functional approaches emphasizing observable performance and task outcomes, whereas competency aligned more closely with holistic approaches incorporating knowledge, skills, attitudes, values, and contextual judgment.
Conclusion: Competence and competency represent distinct yet complementary conceptual frameworks. Their interchangeable use may obscure theoretical intent and methodological coherence. Clear and consistent application of these concepts is recommended in nursing research and education.
Keywords
)