The desired outcome of this study is to develop and implement a national competence framework to facilitate the assessment of first year nursing students undertaking the four year/four and half year degree programme in the four disciplines of Nursing in the Higher Education Institutions in Republic of Ireland. The four disciplines are General Nursing, Psychiatric Nursing, Intellectual Disability Nursing and Children’s Nursing. The total intake of nursing students is 1,683 per year. The literature associated with the study mainly involves an examination of the concept of competence and the assessment of competence. The literature further focused on aspects of learning that impacted on assessment of clinical competence, assessment of clinical competence learning, theoretical models used to assess competence. In addition, the literature related to the process of assessment to include the supporting structures and the components of assessment documentation to include the concept of reflective practice and the models in use. Quantitative and qualitative research paradigm are explored. Various research methodologies are examined and a rationale for choosing action research as the chosen research strategy is set out. Coghlan and Brannick’s model of action research is applied through three action research cycles: each involving diagnosing/constructing phase; planning action phase; taking action phase and evaluating action phase. The sample is described and related ethical considerations are highlighted along with research methods and data analysis. The research findings focusing on the views of participants involved in the assessment of nursing students which informed the final development of competence assessment framework following by roll out and implementation by all Higher Education Institutions (HEI’s) and Associated Health Care Providers (AHCP’s).