Title : Implementation of a competency-based education in applied pathophysiology using LMS based mastery pathways
Abstract:
Background: The AACN Essentials (2021) emphasize competency-based education (CBE), requiring intentional curricular structures that prioritize mastery over time-based progression. Nursing programs must design learning experiences that promote competency attainment, clinical judgment, and learner accountability. Learning management system (LMS) tools offer underutilized opportunities to operationalize CBE in meaningful and scalable ways.
Purpose: To describe the design and implementation of a competency-based applied pathophysiology course using LMS-Based Mastery Pathways and case-based learning aligned with the AACN Essentials.
Methods/Approach: Course competencies were derived from AACN Essentials domains and mapped to structured case-based learning activities designed using principles of backward design. Mastery criteria were clearly defined, emphasizing demonstration of competency rather than point accumulation. LMS Mastery Pathways were used to create differentiated learning experiences based on student performance. Students who demonstrated mastery progressed to advanced application activities, while those needing additional support were guided to targeted remediation embedded within the pathway structure.The pathway model integrates both intrinsic and extrinsic motivational elements. Students earn points for completing pathway activities (extrinsic motivation), while simultaneously engaging in self-directed selection of next steps in their learning progression (intrinsic motivation). This structure promotes learner autonomy, ownership, and accountability while ensuring alignment with faculty-defined competency expectations. Rather than separating remediation from core course activities, remediation is embedded within the learning pathway, normalizing developmental progression toward mastery.
Results/Outcomes: This poster presents the case-based learning activities, mastery pathway architecture, grading schema, and implementation considerations. Early observations suggest increased student engagement, clearer expectations for competency attainment, and improved alignment between assessment and learning outcomes. Formal outcome evaluation is ongoing.
Implications: LMS-enabled mastery pathways provide a practical, scalable strategy for operationalizing competency-based education in applied pathophysiology. By shifting focus from grade remediation to competency development, this approach may reduce the need for traditional course remediation while supporting clinical judgment formation in prelicensure nursing students.This model offers a replicable framework for programs seeking to align curricular design with the AACN Essentials while fostering both learner motivation and faculty accountability for competency attainment.
