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page 8 | table of contents | references | test The COPA ModelA competency-based approach requires that educators (academic or non-academic) analyze relevant current environment and needs, from which they determine content and competencies to be achieved in the instructional program. This perspective and those related to adult education, interactive and student-focused learning strategies, outcomes and assessment of performance competencies, provide the foundation for the competency outcomes system described in this article.During the past three decades, Lenburg (1990, 1992-1995, 1998, 1999) developed the Competency Outcomes and Performance Assessment (COPA) Model, based on extensive work with the New York Regents College Nursing Program (1973-91) and multiple other educational, service and organizational entities and conducting research related to them. It is a holistic but focused model that requires the integration of practice-based outcomes, interactive learning methods, and performance assessment of competencies. The essential components are reviewed briefly below to illustrate one approach that is applicable in education and service environments; other articles in this issue of OJIN and related citations provide additional helpful details. The works reported by Bondy (1984), Waltz and Strickland (1990), Anthony and del Bueno (1993), Greenwood (1994), Krichbaum, et al (1994), and Curley (1998) offer suggestions for other approaches. The basic organizing framework for the COPA Model is simple but comprehensive. It requires the faculty, and/or others responsible for program (or course) development, to analyze and respond realistically and collaboratively to four essential questions. They are:
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