Abstract：
Entrustable professional activities (EPAs) are the tasks or responsibilities which can be entrusted to a learner competent in that task to allow for unsupervised practice. The concept of EPAs is well documented in medical education literature, but only recently in nursing education. A paucity of literature exists on the application of an EPA framework specifically in nurse anesthesia. Based on the successful application of EPAs in competency-based medical and nursing education, we are of the opinion that this framework may also be utilized in the transition to competency-based education for nurse anesthesia learners. Many certified registered nurse anesthetists clinical preceptors lack training in competency-based education and teaching. The concept of EPAs may assist clinical preceptors in the translation of competencies and performance evaluation of learners. EPAs are defined for the nurse anesthesia clinical education setting. Examples of EPAs specific to nurse anesthesia include anesthesia machine checks, intubation, invasive line placement, regional anesthesia blocks, and preoperative assessment. Criteria of EPAs, barriers to use, and concrete examples are provided. Deliberate use of the EPA framework by clinical preceptors may lead to a more effective evaluation of the learner, thus resulting in purposeful progression to competence.
摘要：
可委托专业活动（EPA）是可以委托给有能力完成该任务的学习者的任务或职责，以允许无监督的实践。EPA的概念在医学教育文献中有很好的记载，但只是最近在护理教育中。关于EPA框架在护士麻醉中的应用的文献很少。基于EPAs在基于能力的医学和护理教育中的成功应用，我们认为，该框架也可以用于过渡到基于能力的护士麻醉学习者的教育。许多经过认证的注册护士麻醉师临床专家缺乏基于能力的教育和教学培训。EPAs的概念可以帮助临床专家翻译能力和学习者的绩效评估。EPA是为护士麻醉临床教育环境定义的。特定于护士麻醉的EPA的示例包括麻醉机检查，插管,侵入性线路放置，区域麻醉阻滞,和术前评估。EPA的标准，使用障碍，并提供了具体的例子。临床受体故意使用EPA框架可能会导致对学习者的更有效评估，从而导致有目的地发展为能力。
