10.3928/08910162-20080701-01

Vollständiger Abstract

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<h4>Background</h4>Persistent practice-readiness and capability gaps indicate that validated competence alone does not adequately reflect readiness for practice in complex, evolving health care environments.<h4>Method</h4>A conceptual synthesis of developmental learning theory, capability science, clinical judgment theory, complexity and systems theory, and professional practice frameworks was conducted to develop the Ability-to-Capability (A2C) Model as a post-licensure developmental framework.<h4>Results</h4>A2C conceptualizes professional growth as a progression along a staged continuum from ability to capability, positioning competence as a necessary but transitional midpoint. Developmental staging occurs within individual competencies and is characterized by four measurable differentiators: consistency, independence, adaptability, and complexity of clinical judgment.<h4>Conclusion</h4>A2C establishes a structured approach for integrating continuing education and competency management to meet the requirements of complex practice settings. It effectively narrows the gap between competence and adaptive capability, providing a developmental alternative to traditional episodic and compliance-based competency programs.

Abstract: PubMed · Datensatz