Assessment of graduates and diplomates in practice in the UK--are we measuring the same level of competence?

With the recent proliferation in nursing degree programmes over the last 10 years and a suggestion that nursing moves towards an all-graduate profession, the profession as well as the consumer needs to be sure that they are getting 'value added' with this 'higher level' practitioner. This paper revisits the debate on the meaning of competence in relation to fitness for practice. In particular it examines the expectations of the profession of newly registered practitioners at both diploma and degree levels of practice. It questions whether there is a difference in their level of competence at point of registration and whether it is possible to measure it. The paper presents a reflective approach to promoting ideas already emerging from the literature in relation to this measurement. It suggests a more effective use of students' portfolios of evidence against stated learning outcomes as well as their specific achievements in a range of transferable skills. A partnership approach between student, practitioner/assessor and academic could usefully share responsibilities of the assessment of competence and ultimately empower the individual for their life-long learning.