From subjectivity to evidence: A conceptual model for competency assessment in nursing education. An integrative review.

Background : Competency-oriented nursing education faces limitations within traditional methods due to their subjectivity and low capacity to predict actual clinical performance. It is imperative to develop evidence-based assessment systems that ensure patient safety. Aim : To synthesize scientific evidence regarding competency assessment strategies in nursing and to propose a conceptual model that supports the transition toward evidence- based assessment. Method: An integrative review was conducted following the PRISMA 2020 guidelines. Forty-three studies (2019–2026) indexed in PubMed, Scopus, Web of Science, CINAHL, and SciELO were analyzed using a categorical-analytical approach. Results : A paradigm shift was identified, supported by three pillars: the use of instruments with psychometric rigor, the integration of emerging technologies (simulation and artificial intelligence), and the strengthening of evaluative equity. These elements structure a conceptual model that links academic assessment with objective clinical outcomes. Conclusions : Evidence-based assessment constitutes an ethical and pedagogical imperative to ensure clinical competence and quality of care in nursing education.