This article addresses the needed shift in nursing education from an inform
ation-driven approach in teaching to a process that promotes higher level t
hinking and clinical judgement. Strengths and weaknesses of problem-based l
earning and competency-based education in nursing are presented. Whereas th
e former focuses on critical thinking and clinical judgement, the latter's
emphasis is on clinical competency. The appropriateness of the philosophies
in both academic and practice settings is discussed.